uNIt 4
Advanced bicycle
handling Skills
objecTiveS
At the conclusion of this unit the student will be able to:
1. Demonstrate a variety of on-the-bike skills from previous lessons, during the warm-up
ride, as measured by successful completion of the Course Ride. (Psychomotor)
3. Demonstrate exceptional or reliable performance of the Snail Race as measured by the
Snail Race rubric. (Psychomotor)
4. Demonstrate exceptional or reliable performance of gearing as measured by the gearing
rubric. (Psychomotor)
5. Demonstrate exceptional or reliable performance of the Water Bottle Pickup as measured
by the gearing rubric. (Psychomotor)
6. Demonstrate exceptional or reliable performance of the Bunny Hop as measured by the
Bunny Hop rubric. (Psychomotor)
7. Demonstrate exceptional or reliable social behavior as measured by the social behavior
rubric. (Affective)
8. List and describe key concepts from Unit 4 that illustrate a clear understanding of the need
to have advanced bicycle handling skills, as measured by providing responses to questions
in journals. (Cognitive)
9. Describe how they feel about their ability to ride safely and their level of enjoyment of
bicycling, as measured by providing responses to questions in journals. (Affective)
The skill-based activities in Units 1-3 create the foundation for safe bicycling.
Regardless of students' skill level or previous bicycling knowledge, the skill-based
activities in Units 1-3 should be completed before completing the activities in Unit 4.
SecTioN 3 • uNiT 4 > ADvANceD bicycle HANDliNg SkillS
2. Demonstrate exceptional or reliable performance of the Figure 8 Ride skill as measured by
the Figure 8 rubric. (Psychomotor)
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189
NATioNAl STANDArDS For k-12 pHySicAl eDucATioN
standard 1
The physically literate individual demonstrates competency in a variety of motor skills and
movement patterns.
standard 2
The physically literate individual applies knowledge of concepts, principles, strategies and
tactics related to movement and performance.
standard 3
The physically literate individual demonstrates the knowledge and skills to achieve and
maintain a health-enhancing level of physical activity and fitness.
standard 4
The physically literate individual exhibits responsible personal and social behavior that
respects self and others.
standard 5
The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.
key vocAbulAry/TermS
SecTioN 3 • uNiT 4 > ADvANceD bicycle HANDliNg SkillS
Bicycle trainer: A piece of equipment that makes it possible to ride a bicycle while it remains
stationary. They are commonly used to train for races, or when riding conditions outside are
not favorable. Using a trainer indoors allows the rider to perform other activities while riding,
looking down at gears, without risk of injury.
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190
Bunny hop: An advanced skill that strengthens the rider’s ability to avoid an obstacle by
jumping over the obstacle while on the bicycle.
Cadence/pedal rpm: The number of times during one minute that a pedal stroke is
completed. It is the rate of pedaling measured in revolutions per minute.
Course ride/Velo ride: A designated riding course with bicycle skill stations set up along the
course.
Figure 8/turn and yield: An advanced skill that strengthens the rider’s ability to turn in
different directions yield while maintaining balance, control, speed and distance.
snail race/slow race/Wobble ride: An advanced skill that strengthens the rider’s ability to
ride at a slow speed. Riders start the race together and the last one across the finish line
wins—no weaving or touching the ground is allowed. The purpose of this race is to reward
low speed that requires balance skills.
Water Bottle pickup: An advanced skill that strengthens the rider’s ability to take a hand off
the handlebar while maintaining balance, control, speed and distance.
AcTiviTieS
Each unit should include three types of activities: introduction, skill-based with assessments
and cool-down/closure. In some cases, more than one activity option is offered for the
introduction and closure; choose the appropriate activities that fit into your allotted class
time when developing your lesson plans. If class time it too short to allow for all three types
of activities, focus your lesson on the skill-based activities.
introduction: The following activity can be used to introduce this unit of learning.
• Course Ride
skill-Based with Assessments: Each skill-based activity is associated with an assessment to
measure student knowledge and application of the identified skill. Depending on the amount
of class time available and the skill level of students, more than one of the following skillbased activities may be completed during one class.
• Figure 8
• Snail Race
• Gearing
• Water Bottle Pickup
• Bunny Hop
• Advanced Cycling Skill Stations
Closure: The following activity can be used to conclude this unit of learning. If desired, this
activity can be assigned as homework.
• Journal writing
equipmeNT NeeDeD
• Helmets
• Head barriers
• Bicycle Trainers (optional but recommended)
• Bicycle pump
• Allen wrench
• Red floor tape
• Cones, domes, polyspots or chalk to mark riding course
• Pencils
• Student journals
• Cones for Water Bottle Pickup activity
• Water bottles or other equipment students can pick up off a cone (bean bags, yarn balls,
tennis balls, etc.)
• Chalk, jump ropes and very small sticks for Bunny Hop activity
croSS-curriculAr AcTiviTieS
language Arts
• Journal writing
SecTioN 3 • uNiT 4 > ADvANceD bicycle HANDliNg SkillS
• Bicycles
•
191
INtRODuctION ActIvIty
timeframe
Beginner: 10 minutes
intermediate: 10 minutes
Advanced: 10 minutes
objective
At the conclusion of this activity students will be able to:
1. Demonstrate a variety of on-the-bike skills from previous lessons,
during the warm-up ride, as measured by successful completion of the
Course Ride. (Psychomotor)
national standards Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
• Helmets
• Head barriers
• Bicycles
• Bicycle pump
• Allen wrench
• Red floor tape
• Cones, domes, polyspots or chalk to mark riding course
teacher overview This activity prompts students to practice some basic skills of cycling
from Units 2 and 3, such as: controlled braking, Power Start, scanning
and emergency skills. This activity should be used as the ‘Check’
component of the ABC Quick Check.
preparation
1. Designate a riding course that enables the teacher to see the students
at all times. This will enable students to ride throughout the class
period, even when they are not performing skills.
2. Set up skill stations along the course to enable students to practice
any of the skills from Units 2 and 3 that the teacher selects.
iNTroDucTioN AcTiviTy > courSe riDe
equipment
ActIvIty
course Ride
•
193
diagram: Course ride
ready position
instant left turn
Balance
hazard-Avoidance
Quick stop
directions
1. Introduce the activity using the following prompt:
iNTroDucTioN AcTiviTy > courSe riDe
Today, we will be learning about some advanced bicycle handling skills.
Most of these skills build on the basic skills of balance, braking and control
of the bicycle that we have learned in previous units. To help prepare for
this, we will be practicing some of these basic skills before moving
forward.
•
194
blow a whistle
during the course
ride to prompt
students to perform
a quick Stop.
2. Divide students into groups of two or three.
3. Instruct students to fit helmets and have partner(s) check if the helmet
is fitted correctly.
4. Instruct students to retrieve bicycles according to number assigned.
5. Instruct one student to complete the ABC Quick Check while the
partner observes to ensure that the check was completed properly and
to provide prompts if an item was missed. Switch roles.
6. Instruct pairs to proceed to the riding area to meet teacher after students
have successfully completed the helmet fit and ABC Quick Check.
7. Inspect helmets for proper fit; revise fit if necessary.
8. Instruct students to proceed on the riding course for the ‘Check’ of the
ABC Quick Check; complete each skill station that they encounter on
the course and when finished return to the teaching station.
Assessments
1. Successful completion of the course.
safety
1. Follow the 2-2-2-2 Rule (2 wheels on the ground; 2 feet on the pedals;
2 hands on the handlebars; 2 fingers on the brake levers) while riding
the bicycle.
2. Use the rear brake only to stop the bicycle, until the skill level
advances to be able to safely use the front brake.
3. Instruct students to ride the bicycles on the designated course.
4. Instruct students to keep at least three-bicycles-lengths between
each rider.
differentiating
instruction
Adapted and Beginner
• Set up a course that is flat, simple and not too long.
• It may be necessary to allow more breaks for students who are
less skilled and/or fit.
intermediate and Advanced
• Set up a more challenging course. This may include being longer,
having turns or including hills.
1. Provide a discreet opportunity and safe environment for students to
share information pertaining to their ability and comfort level for
riding a bicycle.
2. Always complete the Helmet Fit and ABC Quick Check at the
beginning of every class in which the students will be riding. The use
of peers/partners to practice, inspect, and correct each other will
make the most efficient use of class time and reinforce bicycle safety
skills. This should not replace teacher assessment.
3. Review the three-bicycles-length rule to promote safe riding. The
three-bicycles-length rule is a reminder of keeping a safe distance
between cyclists while riding single-file. To help maintain proper
spacing, have a marker on the course that allows students to see
when it is their turn to go. When the first rider gets to the marker,
the next student may start riding.
iNTroDucTioN AcTiviTy > courSe riDe
Best practices
•
195
SkIll-bASED ActIvIty
timeframe
Adapted and Beginner: 8-10 minutes
intermediate: 8-10 minutes
Advanced: 8-10 minutes
objectives
At the conclusion of this activity the student will be able to:
1. Demonstrate exceptional or reliable performance of the Figure 8 Ride
skill as measured by the Figure 8 rubric. (Psychomotor)
2. Demonstrate exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
national standards Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
• Helmets
• Head barriers
• Bicycles
• Bicycle pump
• Allen wrench
• Red floor tape
• Cones, domes, polyspots or chalk to mark riding course
teacher overview This activity is an advanced skill designed to strengthen the rider’s ability
to turn in different directions and yield while maintaining balance, speed,
distance and control of the bicycle. Because multiple students will be
riding the course together, students will practice communicating with
other riders. This activity teaches the traffic skills of changing directions
and changing lanes. When bicyclists ride in traffic, they will frequently
have to change direction with little or no warning.
preparation
1. Designate a riding course that enables the teacher to see the students
at all times. This will enable students to ride throughout the class
period, even when they are not performing skills.
2. Set up a Figure 8 Course, using cones, chalk or field paint, to indicate
where the student will perform the skill and the teacher will conduct
the assessment. This area should also serve as a teaching station in
which the skill will be demonstrated for the students and where
students will return when instructed.
3. Mark the starting point with chalk, field paint or cones, allowing
approximately 5 feet of riding before the bicyclist enters the Figure 8
at the opening shown in the diagram.
Skill-bASeD AcTiviTy > Figure 8 riDe
equipment
ActIvIty
figure 8 Ride
•
197
diagram: Figure 8 ride Course
Exit
Enter
12 ft
12 ft
3 ft
5 ft
3 ft
15 ft
15 ft
4. Have two touching circles, each 15 feet in diameter; two inside circles
12 feet in diameter.
5. Refer to differentiating instruction for suggestions on set up for
varying skill levels.
6. Practice the Figure 8 skill before demonstrating to students.
Skill-bASeD AcTiviTy > Figure 8 riDe
directions
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198
1. Introduce this activity using the following prompt:
Today, we will be working on more advanced bicycle handling skills in
this activity. The Figure 8 Ride will help with balance while changing
direction and yielding. The more comfortable you are handling your
bicycle, the safer you will be and other bicyclists will be when around
you. This is also a skill that will be important if you ride with traffic.
2. Complete the following steps #3-9 if Helmet Fit and ABC Quick Check
have not been completed as part of the current day’s lesson; otherwise
proceed to step #10.
3. Divide students into groups of two or three.
4. Instruct students to fit helmets and have partner(s) check if the helmet
is fitted correctly.
5. Instruct students to retrieve bicycles according to number assigned.
6. Instruct one student to complete the ABC Quick Check while the
partner observes to ensure that the check was completed properly and
to provide prompts if an item was missed. Switch roles.
7. Instruct pairs to proceed to the riding area to meet teacher after
students have successfully completed the helmet fit and ABC
Quick Check.
8. Inspect helmets and instruct students to proceed on the riding course
for the ‘Check’ of the ABC Quick Check and when finished return to
the teaching station.
9. Explain and demonstrate skills to students on the Figure 8 course
reinforcing the following points. Riders should:
• Follow the figure 8 pattern without placing a foot on the ground
• Ride at a speed that allows for control and balance
• Communicate with other riders that are on the Figure 8 course
10. Instruct students to begin riding the designated course with a
Power Start.
11. Allow each student to complete the Figure 8 skill alone.
12. Refer to Differentiating Instruction for suggestions on set up for
varying skill levels.
Assessment
1. Assess performance of the Figure 8 skill for each student using the
following rubric.
exceptional
reliable
inconsistent
struggling/
survival
Student can
maneuver bike
around cones
without touching
them;
Student can
maneuver bike
around cones
without touching
them;
Student has
excellent balance
when pedaling
through course and
never puts foot on
the ground;
Student has good
balance when
pedaling through
course and rarely
puts foot on the
ground;
Student can
maneuver bike
around cones, but
touches them or
occasionally runs
over them;
Student can
maneuver bike
around cones, but
touches them or
often runs over
them;
Student often puts
foot on the ground;
Student can
maneuver through
course at both fast
and slow speeds,
under control.
Student can
maneuver through
course at medium
and slow speeds,
under control.
Student often puts
foot on the ground
or has to stop and
restart; Student can
maneuver through
course at very slow
speeds, but often
runs over cones.
Student can
maneuver through
course at a faster
speed, but not under
control;
Student knocks over
several cones and/or
is unable to
maneuver around
cones when riding
slowly.
Skill-bASeD AcTiviTy > Figure 8 riDe
perFormANce rubric: Figure 8
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199
perFormANce rubric: SociAl beHAvior
2. Assess the performance of social behavior for each student using the following rubric.
exceptional
reliable
inconsistent
Student is respectful
toward classmates,
teacher, &
equipment;
Student is respectful
toward classmates,
teacher, &
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student may not
always be respectful
toward classmates,
teacher, &
equipment;
Student participates
fully, without teacher
prompting or
supervision;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Student is able to
work cooperatively
and productively
with classmates,
including during
peer assessments;
Participates in most
class activities at an
appropriate and
productive level;
Skill-bASeD AcTiviTy > Figure 8 riDe
Student perseveres,
even through
difficult
skills/activities, and
maintains a positive
attitude;
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200
Student is
committed to
learning;
Student is
committed to
engaging in cycling
in a safe manner, and
keeping all
classmates safe
during the cycling
unit.
Student is most often
able to work
cooperatively and
productively with
classmates,
including during peer
assessments;
Student is able to
work hard and not
get frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student may listen to
feedback from
teacher or peers, but
may not attempt
and/or have difficulty
applying it;
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student
demonstrates the
ability to work
cooperatively and
productively with
classmates, but may
need teacher
direction or
supervision;
Student participates
in most class
activities;
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
Student may
fluctuate between
riding safely and
unsafely at times.
struggling/
survival
Student may
struggle with being
respectful toward
classmates,
teacher, &
equipment and/or
show anger and/or
blame others for
cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride
safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
safety
1. Follow the 2-2-2-2 Rule (2 wheels on the ground; 2 feet on the pedals;
2 hands on the handlebars; 2 fingers on the brake levers) while riding
the bicycle.
2. Use the rear brake only to stop the bicycle, until the skill level
advances to be able to safely use the front brake.
3. Instruct students to ride the bicycles on the designated course.
4. Instruct students to keep at least three-bicycles-lengths between
each rider.
differentiating
instruction
Adapted and Beginner
• Students should ride the course alone.
•
Students at this level may be asked to keep their feet on their pedals,
trying not to touch the ground.
intermediate
• Reduce the size of the Figure 8 course to create tighter turns.
•
Allow up to 2 riders on the course at one time.
Advanced
• Continue to reduce the size of the Figure 8 course.
Increase the number of riders on the course at one time.
•
Students can be asked to go through the course more slowly, to
increase the challenge.
1. Provide a discreet opportunity and safe environment for students to
share information pertaining to their ability and comfort level for
riding a bicycle.
2. Always complete the Helmet Fit and ABC Quick Check at the
beginning of every class in which the students will be riding. The use
of peers/partners to practice, inspect, and correct each other will
make the most efficient use of class time and reinforce bicycle safety
skills. This should not replace teacher assessment.
3. Review the three-bicycles-length rule to promote safe riding. The
three-bicycles-length rule is a reminder of keeping a safe distance
between cyclists while riding single-file. To help maintain proper
spacing, have a marker on the course that allows students to see when
it is their turn to go. When the first rider gets to the marker, the next
student may start riding.
Skill-bASeD AcTiviTy > Figure 8 riDe
Best practices
•
•
201
SkIll-bASED ActIvIty
timeframe
Adapted and Beginner: N/A
intermediate: 8-10 minutes
Advanced: 8-10 minutes
objectives
At the conclusion of this activity the student will be able to:
1. Demonstrate exceptional or reliable performance of the Snail Race as
measured by the Snail Race rubric. (Psychomotor)
2. Demonstrate exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
ActIvIty
Snail Race
national standards Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
• Helmets
• Head barriers
• Bicycles
• Bicycle pump
• Allen wrench
• Red floor tape
• Cones, domes, polyspots or chalk to mark riding course
teacher overview This activity is an advanced activity designed to strengthen the key skill
of balance and control of one’s bicycle and the ability to ride at a slow
speed. Riders start the race together, and the last one across the finish
line wins—no weaving or touching the ground is allowed. The purpose of
this race is to reward low speed that requires balance skills. This activity
is not recommended for beginner or adapted riders.
preparation
1. Designate a riding course that enables the teacher to see the students
at all times. This will enable students to ride throughout the class
period, even when they are not performing skills.
2. Set up a “chute” using cones, to indicate where the student will
perform the skill and the teacher will conduct the assessment. This
area should also serve as a teaching station in which the skill will be
demonstrated for the students, and where students will return when
instructed.
3. Use cones, domes, polyspots or chalk to mark the start and finish of
the race.
Skill-bASeD AcTiviTy > SNAil rAce
equipment
•
203
diagram: snail race Course
25 Ft
Finish
start
4. The chute should be wide enough to safely accommodate multiple riders
and approximately 25ft long.
5. Practice the Snail Race before demonstrating to students.
directions
1. Introduce this activity using the following prompt:
You have learned that riding slowly can be challenging and requires a
great deal of balance and control of the bicycle. Today, we will be
putting those skills to the test with the Snail Race. The goal in the Snail
Race is to get to the finish line last, without pedaling and without putting
your feet on the ground.
2. Complete the following steps #3-9 if Helmet Fit and ABC Quick Check
have not been completed as part of the current day’s lesson; otherwise
proceed to step #10.
Skill-bASeD AcTiviTy > SNAil rAce
3. Divide students into groups of two or three.
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204
4. Instruct students to fit helmets and have partner(s) check if the helmet is
fitted correctly.
5. Instruct students to retrieve bicycles according to number assigned.
6. Instruct one student to complete the ABC Quick Check while the partner
observes to ensure that the check was completed properly, and to
provide prompts if an item was missed. Switch roles
7. Instruct pairs to proceed to the riding area to meet teacher after students
have successfully completed the helmet fit and ABC Quick Check.
8. Inspect helmets and instruct students to proceed on the riding course for
the ‘Check’ of the ABC Quick Check and when finished return to the
teaching station.
9. Explain and demonstrate how to perform the Snail Race to students
in the teaching station reinforcing the following points. Riders should:
• Start with a Power Start, but then no other pedaling
• Move forward by turning steering left and right with minor
movements
• Not stop during the race
• Not put a foot on the ground during the race
• Continue moving forward (not zigzag or side to side)
10. Line students up at the starting line.
11. Explain to students that the challenge is to be the last person to the
finish line.
12. Start the race.
13. Identify the winner as the student who crosses the finish line last
without putting a foot down.
Assessment
1. Assess performance of the Snail Race for each student using the
following rubric
perFormANce rubric: SNAil rAce
reliable
inconsistent
Student has
excellent balance
when moving and
never puts foot on
the ground;
Student has good
balance when
moving and rarely
puts foot on the
ground;
Student has poor
balance when
moving and
sometimes puts foot
on the ground;
Student can move
forward at very slow
speeds, without
zigzagging or
running into other
riders;
Student can move
forward at slow
speeds, without
zigzagging or
running into other
riders.
Student can only
move forward at
medium speeds;
Student often
zigzags and/or runs
into other riders.
Student can perform
a track stand for up
to a few seconds.
struggling/
survival
Student has poor
balance and can
only move forward
at a medium speed;
Student cannot
ride in a straight
line and often veers
from side to side;
Student constantly
has one foot on the
ground.
Skill-bASeD AcTiviTy > SNAil rAce
exceptional
•
205
perFormANce rubric: SociAl beHAvior
2. Assess the performance of social behavior for each student using the following rubric.
exceptional
reliable
inconsistent
Student is respectful
toward classmates,
teacher, &
equipment;
Student is respectful
toward classmates,
teacher, &
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Participates in most
class activities at an
appropriate and
productive level;
Student is most often
able to work
cooperatively and
productively with
classmates,
including during peer
assessments;
Student may not
always be respectful
toward classmates,
teacher, &
equipment;
Student participates
fully, without teacher
prompting or
supervision;
Student is able to
work cooperatively
and productively
with classmates,
including during
peer assessments;
Student perseveres,
even through
difficult
skills/activities, and
maintains a positive
attitude;
Skill-bASeD AcTiviTy > SNAil rAce
Student is
committed to
learning;
•
206
Student is
committed to
engaging in cycling
in a safe manner, and
keeping all
classmates safe
during the cycling
unit.
.
Student is able to
work hard and not
get frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student may listen to
feedback from
teacher or peers, but
may not attempt
and/or have difficulty
applying it;
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student
demonstrates the
ability to work
cooperatively and
productively with
classmates, but may
need teacher
direction or
supervision;
Student participates
in most class
activities;
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
Student may
fluctuate between
riding safely and
unsafely at times.
struggling/
survival
Student may
struggle with being
respectful toward
classmates,
teacher, &
equipment and/or
show anger and/or
blame others for
cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride
safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
safety
1. Follow the 2-2-2-2 Rule (2 wheels on the ground; 2 feet on the pedals;
2 hands on the handlebars; 2 fingers on the brake levers) while riding
the bicycle.
2. Use the rear brake only to stop the bicycle, until the skill level
advances to be able to safely use the front brake.
3. Instruct students to ride the bicycles on the designated course and
demonstrate the skill components in the “chute.”
4. Instruct students to keep at least three-bicycles-lengths between each
rider.
differentiating
instruction
Adapted and Beginner
• Not Recommended
intermediate
• Allowed to put their foot down for a brief moment if necessary.
Advanced
• Start without using the Power Start
•
1. Provide a discreet opportunity and safe environment for students to
share information pertaining to their ability and comfort level for
riding a bicycle.
2. Always complete the Helmet Fit and ABC Quick Check at the
beginning of every class in which the students will be riding. The use
of peers/partners to practice, inspect, and correct each other will
make the most efficient use of class time and reinforce bicycle safety
skills. This should not replace teacher assessment.
3. Review the three-bicycles-length rule to promote safe riding. The
three-bicycles-length rule is a reminder of keeping a safe distance
between cyclists while riding single-file. To help maintain proper
spacing, have a marker on the course that allows students to see when
it is their turn to go. When the first rider gets to the marker, the next
student may start riding.
Skill-bASeD AcTiviTy > SNAil rAce
Best practices
Perform a Track Stand at some point during the race.
•
207
SkIll-bASED ActIvIty
timeframe
Beginner: 30 minutes
intermediate: 20 minutes
Advanced: 20 minutes
objectives
At the conclusion of this activity the student will be able to:
1. Demonstrate exceptional or reliable performance of gearing as
measured by the gearing rubric. (Psychomotor)
2. Demonstrate exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
ActIvIty
Gearing
national standards Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
• Helmets
• Head barriers
• Bicycles
• Bicycle Trainers (optional but recommended)
• Bicycle pump
• Allen wrench
• Red floor tape
• Cones, domes, polyspots or chalk to mark riding course
teacher overview This activity introduces the concept of using bicycle gears to achieve
effective riding. Properly using gears allows the rider to exert nearly the
same amount of pedaling effort whether riding uphill, downhill or on flat
land. Bicycle trainers are recommended for this activity. Beginner and
adapted riders should only complete activity steps #12-16 if bicycle
trainers are available.
preparation
1. Designate a riding course that enables the teacher to see the students
at all times. This will enable students to ride throughout the class
period, even when they are not performing skills.
2. Set up a “chute” using cones, to indicate where the student will
perform the skill and the teacher will conduct the assessment. This
area should also serve as a teaching station in which the skill will be
demonstrated for the students, and where students will return when
instructed.
3. Set up a few bicycles on stationary bicycle trainers.
4. Identify what type of shifter the bicycles have and practice using the
shifter before demonstrating to students.
Skill-bASeD AcTiviTy > geAriNg
equipment
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209
5. If a full class set of bicycle trainers is available, set them up in the
chute. Students will attach bicycles after completing the ABC
Quick Check.
6. If a full set of bicycle trainers is not available, set up available trainers
and extra bicycles in the chute. Groups of students will rotate through
the trainers, while other students continue riding the designated course.
7. If no trainers are available, students will shift into the identified gear
when entering the chute for assessment.
directions
1. Introduce this activity using the following prompt:
Today, we are going to talk about bicycle gears. Properly using the
gears on a bicycle can result in a much more enjoyable and effective
ride. Using the correct gear will make it easier to get to the top of the hill
or help you go faster. Gears allow you to exert nearly the same amount
of pedaling effort whether riding uphill, downhill or on flat land.
2. Use the following sample questions to prompt students’ thinking about
the content in this activity.
Q: Why are there gears on a bicycle? What do they do?
A: Bicycles have gears to allow your cadence, pedal speed, to stay
relatively steady and at about the same level of effort, regardless of if
you are climbing a hill or going down it. Your speed may change in
different gears, but the effort pushing on the pedals should feel about
the same. The gearing makes adjustments that allow you to either
climb easier or go faster than you would if you had just one gear.
Skill-bASeD AcTiviTy > geAriNg
Q: how do you know if you are in the correct gear?
A: The ‘correct gear’ will vary for each person. Some people are
comfortable pedaling harder in a high gear, while others prefer using a
lower gear and spinning at a higher cadence. You will know that you
are in the correct gear if you can ride efficiently and comfortably
regardless of if you are going uphill, downhill or on flat land.
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210
Q: What is meant by bicycling cadence?
A: Cadence is the number of times during one minute that a pedal
stroke is completed. It is the rate of pedaling measured in revolutions
per minute.
Q: Why does cadence matter?
A: Cadence can influence performance. Most bicyclists have a preferred
cadence at which they are most efficient. For most recreational
cyclists, a preferred cadence is around 50-60 RPM whereas
competitive cyclists may have a preferred cadence that is around 80100 RPM. A higher cadence improves your aerobic capacity, the
body’s ability to use oxygen and fat as fuel and results in a good
cardiovascular workout.
Q: how does gearing make a difference in cadence?
A: Gearing allows the rider to change between a lower and higher cadence.
3. Complete the following steps #4-10 if Helmet Fit and ABC Quick
Check have not been completed as part of the current day’s lesson;
otherwise proceed to step #11.
4. Divide students into groups of two or three.
5. Instruct students to fit helmets and have partner(s) check if the helmet
is fitted correctly.
6. Instruct students to retrieve bicycles according to number assigned.
7. Instruct one student to complete the ABC Quick Check while the
partner observes to ensure that the check was completed properly,
and to provide prompts if an item was missed. Switch roles.
8. Instruct pairs to proceed to the riding area to meet teacher after
students have successfully completed the helmet fit and ABC
Quick Check.
9.
Inspect helmets and instruct students to proceed on the riding
course for the ‘Check’ of the ABC Quick Check and when finished
return to the teaching station.
bicycle trainers are highly recommended for the following steps.
10. Explain and demonstrate skills to students in the teaching station
reinforcing the following points. Riders should:
• Use the shifters to change gears. The shifter will activate the derailleur
to move the chain to different gears. There are many different types of
shifters.
• Use the left shifter to control the front chain rings. The large front
chain ring is for speed. It is hard to pedal, but results in higher
speeds and a lower cadence. The smallest front chain ring is for
power, NOT speed. It is easier to pedal and you will have a higher
cadence, but you do not go very fast. This gear is for going up hills.
The middle front chain ring is a compromise, providing medium
power and speed.
• Use the right shifter to control the rear cassette. The size of the
chain rings on the rear cassette is just the opposite of the size of the
gears on the front chain ring. The number of chain rings on the
cassette can vary greatly. The larger sized chain rings are the
easiest to the pedal. The smaller chain rings are for speed; the
pedaling effort will be harder.
• Shift through the full range of gears to feel how cadence changes.
Identify the gear ratio that they should primarily remain in for class
riding. Students should stay in the middle front chain ring while
riding in class. Students should find a comfortable gear in the
cassette to remain in for class riding. Unless riding on terrain with
hills, after this activity, students should not need to change gears.
Skill-bASeD AcTiviTy > geAriNg
• Move through the gears one at a time; do not jump through multiple
gears at once. Once familiar with how each gear feels, students can
move through multiple gears when necessary (e.g., steep hill).
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211
if a full class set of bicycle trainers is available (follow #12-14):
11. Instruct students to attach the bicycle to the bicycle trainer.
12. Instruct students to experiment with gears to feel the impact on cadence.
13. Instruct students to identify the gear ratio that provides a comfortable
cadence.
if a partial set of bicycle trainers is available (follow #15-19):
14. Divide students into groups based on the number of trainers available.
15. Instruct students to experiment with gears to feel the impact on cadence.
16. Instruct students to identify the gear ratio that provides a comfortable
cadence.
17. Instruct other students to continue riding the designated course.
18. Rotate groups of students through the trainers.
if bicycle trainers are not available (follow #20-24):
19. Ensure that all bicycles are in the middle chain ring. Students should be
instructed to only change gears with the cassette. So, they should not use
the left shifter.
20. Instruct students to begin riding the designated course with a
Power Start.
Skill-bASeD AcTiviTy > geAriNg
21. Instruct students to index through all of the gears of the cassette as they
ride the designated course; using the right shifter until a comfortable
gear is found.
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212
22. Instruct students to continue riding the course in this gear. Blow the
whistle and instruct students to index either up or down a set number of
gears to mimic either riding uphill or downhill.
23. Instruct students to stay at this level until the whistle is blown. Students will
then return to their comfortable gear ratio and desired pedaling cadence.
bicycles can have 2-3 front
chainrings. most mountain bikes
will have three, whereas most
road bikes will have only two.
A rule of thumb is that the closer the chain is to the frame of the
bike, the easier the pedaling effort will be. As the chain moves
away from the frame of the bike, it becomes harder to pedal.
Assessments
1. Assess performance of gearing for each student using the following
rubric.
perFormANce rubric: geAriNg
reliable
inconsistent
Student understands
and can explain how
the gears on the bike
are set up;
Student understands,
but cannot explain,
how the gears on the
bike are set up;
Student can
consistently shift
into correct gear,
according to terrain
and their fitness
level, while riding;
Student can shift into
correct gear,
according to terrain
and their fitness
level, most of the
time, and do so while
riding;
Student does not
understand and
cannot explain how
the gears on the bike
are set up;
Student can shift
gears without
causing the chain to
fall off or to get
locked up.
Student can shift
gears without
causing the chain to
fall off or to get
locked up.
struggling/
survival
Student does not
understand how the
gears are set up on
the bike;
Student is often in
the wrong gear,
according to terrain
and their fitness
level, and tends to
shift while stationary;
Student is always
in the incorrect
gear and needs to
be told when to
shift; Student is
unable to shift
while moving;
Student cannot shift
gears without
occasionally causing
the chain to fall off or
to get locked up.
Student often
causes the chain to
fall off or lock up
because of poor
shifting.
if using bicycle trainers, a travel video may be set up to create a
stimulating environment that the students are ‘riding’ in. Students
should be instructed to change gears in the cassette to reflect the
type of terrain on the video.
Skill-bASeD AcTiviTy > geAriNg
exceptional
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213
perFormANce rubric: SociAl beHAvior
2. Assess the performance of social behavior for each student using the following rubric.
exceptional
reliable
inconsistent
Student is respectful
toward classmates,
teacher, and
equipment;
Student is respectful
toward classmates,
teacher, and
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student may not
always be respectful
toward classmates,
teacher, and
equipment;
Student participates
fully, without teacher
prompting or
supervision;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Student is able to
work cooperatively
and productively
with classmates,
including during
peer assessments;
Participates in most
class activities at an
appropriate and
productive level;
Student perseveres,
even through
difficult
skills/activities, and
maintains a positive
attitude;
Skill-bASeD AcTiviTy > geAriNg
Student is
committed to
learning;
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214
Student is
committed to
engaging in cycling
in a safe manner, and
keeping all
classmates safe
during the cycling
unit.
Student is most often
able to work
cooperatively and
productively with
classmates,
including during peer
assessments;
Student is able to
work hard and not
get frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student may listen to
feedback from
teacher or peers, but
may not attempt
and/or have difficulty
applying it;
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student
demonstrates the
ability to work
cooperatively and
productively with
classmates, but may
need teacher
direction or
supervision;
Student participates
in most class
activities;
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
Student may
fluctuate between
riding safely and
unsafely at times.
struggling/
survival
Student may
struggle with being
respectful toward
classmates,
teacher, and
equipment and/or
show anger and/or
blame others for
cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride
safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
safety
1. Follow the 2-2-2-2 Rule (2 wheels on the ground; 2 feet on the pedals;
2 hands on the handlebars; 2 fingers on the brake levers) while riding
the bicycle.
2. Use the rear brake only to stop the bicycle, until the skill level
advances to be able to safely use the front brake.
3. Instruct students to ride the bicycles on the designated course and
demonstrate the skill components in the “chute.”
4. Instruct students to keep at least three-bikes-lenghts between each
rider.
differentiating
instruction
Adapted and Beginner
• Complete activity steps #12-16 only if bicycle trainers are available.
intermediate and Advanced
• Give students the opportunity to ride on different types of terrain
(uphill & downhill) to practice gearing in real life situations.
1. Provide a discreet opportunity and safe environment for students to
share information pertaining to their ability and comfort level for
riding a bicycle.
2. Always complete the Helmet Fit and ABC Quick Check at the
beginning of every class in which the students will be riding. The use
of peers/partners to practice, inspect, and correct each other will
make the most efficient use of class time and reinforce bicycle safety
skills. This should not replace teacher assessment.
3. Review the three-bicycles-length rule to promote safe riding. The
three-bicycles-length rule is a reminder of keeping a safe distance
between cyclists while riding single-file. To help maintain proper
spacing, have a marker on the course that allows students to see when
it is their turn to go: when the person in front of them gets to the
marker, the next student may start riding.
4. Explain gearing in a simple way because it can be very confusing.
Students should get opportunities to practice gearing on a trainer, a
flat surface and then an uneven surface. It is important that students
are never in extreme gears (i.e., the smallest front chain ring and the
smallest gear on the cassette; the largest front chain ring and the
largest gear on the cassette).
5. Change gears one level at a time while pedaling in a forward direction.
This will help ensure that the fleet of bicycles will remain in good
working condition.
Skill-bASeD AcTiviTy > geAriNg
Best practices
•
215
SkIll-bASED ActIvIty
timeframe
Adapted and Beginner: N/A
intermediate: N/A
Advanced: 10-15 minutes
objectives
At the conclusion of this activity the student will be able to:
1. Demonstrate exceptional or reliable performance of the Water Bottle
Pickup as measured by the Water Bottle Pickup rubric. (Psychomotor)
2. Demonstrate exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
ActIvIty
water bottle pickup
equipment
• Helmets
• Head barriers
• Bicycles
• Bicycle pump
• Allen wrench
• Red floor tape
• Cones, domes, polyspots or chalk to mark riding course
• Cones for Water Bottle Pickup activity
• Water bottles or other equipment students can pick up off a cone
(bean bags, yarn balls, tennis balls, etc.)
teacher overview This activity is an advanced activity designed to strengthen the key skills
of balance and control of the bicycle and the ability to ride at a slow speed.
Students will have to lean down to pick up an object while riding. This
activity is not recommended for beginner, adapted or intermediate riders.
preparation
1. Designate a riding course that enables the teacher to see the students
at all times. This will enable students to ride throughout the class
period, even when they are not performing skills.
2. Set up a “chute” using cones, to indicate where the student will
perform the skill and the teacher will conduct the assessment. This
area should also serve as a teaching station in which the skill will be
demonstrated for the students, and where students will return when
instructed.
3. Set up multiple cones of various heights, with a water bottle or another
object atop the cone. In a line within the chute.
4. Practice the Water Bottle Pickup before demonstrating to students.
Skill-bASeD AcTiviTy > wATer boTTle pick up
national standards Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
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217
diagram: Water Bottle pick-up Course
directions
1. Introduce this activity using the following prompt:
Even advanced level riders should continue to strengthen the key skills of
balance and control. The more comfortable you are handling your
bicycle, the safer you will be and other cyclists will be when around you.
One activity that helps you advance the level of control and balance is the
water bottle pickup.
Skill-bASeD AcTiviTy > wATer boTTle pick up
2. Complete the following steps #3-9 if Helmet Fit and ABC Quick Check
have not been completed as part of the current day’s lesson; otherwise
proceed to step #10.
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218
3. Divide students into groups of two or three.
4. Instruct students to fit helmets and have partner(s) check if the helmet is
fitted correctly.
5. Instruct students to retrieve bicycles according to number assigned.
6. Instruct one student to complete the ABC Quick Check while the partner
observes to ensure that the check was completed properly and to provide
prompts if an item was missed. Switch roles.
7. Instruct pairs to proceed to the riding area to meet teacher after students
have successfully completed the helmet fit and ABC Quick Check.
8. Inspect helmets and instruct students to proceed on the riding course for
the ‘Check’ of the ABC Quick Check and when finished return to the
teaching station.
9. Explain and demonstrate how to perform the Water Bottle Pickup to
students in the teaching station reinforcing the following points.
Riders should:
• Ride at a moderate pace.
• Maintain one hand on the handlebar while bending down to pick up
the object.
• Attempt to pick up only one object at a time.
• Continue riding and not stop to pickup the object.
10. Alter the activity by having students return the object back to the
cone while riding past.
Assessments
1. Assess the performance of Water Bottle Pickup for each student using
the following rubric.
perFormANce rubric: wATer boTTle pickup
reliable
inconsistent
Student is able to
pick up a water
bottle at a prescribed
height consistently;
Student is often able
to pick up a water
bottle at a prescribed
height;
Student is rarely able
to pick up a water
bottle at a prescribed
height;
Student maintains
balance and control
while picking up
and/or putting back
the water bottle;
Student maintains
balance and control
while picking up
and/or putting back
the water bottle;
Student is able to
proceed through the
course without
putting foot on the
ground.
Student is able to
proceed through the
course, only putting
foot on the ground
occasionally.
Student does not
maintain balance
and control while
picking up and/or
putting back the
water bottle;
Student has to stop
during course and
restart.
struggling/
survival
Student is unable
to pick up a water
bottle at a
prescribed height,
even at a height
level with them;
Student does not
maintain balance
and control while
picking up and/or
putting back the
water bottle;
Student has to stop
during course and
restart.
Skill-bASeD AcTiviTy > wATer boTTle pick up
exceptional
•
219
perFormANce rubric: SociAl beHAvior
2. Assess the performance of social behavior for each student using the following rubric.
exceptional
reliable
inconsistent
Student is respectful
toward classmates,
teacher, &
equipment;
Student is respectful
toward classmates,
teacher, &
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student may not
always be respectful
toward classmates,
teacher, &
equipment;
Student participates
fully, without teacher
prompting or
supervision;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Student is able to
work cooperatively
and productively
with classmates,
including during
peer assessments;
Participates in most
class activities at an
appropriate and
productive level;
Skill-bASeD AcTiviTy > wATer boTTle pick up
Student perseveres,
even through
difficult
skills/activities, and
maintains a positive
attitude;
•
220
Student is
committed to
learning;
Student is
committed to
engaging in cycling
in a safe manner, and
keeping all
classmates safe
during the cycling
unit.
Student is most often
able to work
cooperatively and
productively with
classmates,
including during peer
assessments;
Student is able to
work hard and not
get frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student may listen to
feedback from
teacher or peers, but
may not attempt
and/or have difficulty
applying it;
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student
demonstrates the
ability to work
cooperatively and
productively with
classmates, but may
need teacher
direction or
supervision;
Student participates
in most class
activities;
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
Student may
fluctuate between
riding safely and
unsafely at times
struggling/
survival
Student may
struggle with being
respectful toward
classmates,
teacher, &
equipment and/or
show anger and/or
blame others for
cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride
safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
safety
1. Follow the 2-2-2-2 Rule (2 wheels on the ground; 2 feet on the pedals;
2 hands on the handlebars; 2 fingers on the brake levers) while riding
the bicycle.
2. Use the rear brake only to stop the bicycle, until the skill level
advances to be able to safely use the front brake.
3. Instruct students to ride the bicycles on the designated course and
demonstrate the skill components in the “chute.”
4. Instruct students to keep at least three-bikes-lenghts between each
rider.
differentiating
instruction
Adapted, Beginner and intermediate
• Not recommended
Advanced
• Water bottles can be placed on smaller cones, standing or lying on
the ground, to increase the challenge and match the skill level of
each student.
1. Provide a discreet opportunity and safe environment for students to
share information pertaining to their ability and comfort level for
riding a bicycle.
2. Always complete the Helmet Fit and ABC Quick Check at the
beginning of every class in which the students will be riding. The use
of peers/partners to practice, inspect, and correct each other will
make the most efficient use of class time and reinforce bicycle safety
skills. This should not replace teacher assessment.
3. Review the three-bicycles-length rule to promote safe riding. The
three-bicycles-length rule is a reminder of keeping a safe distance
between cyclists while riding single-file. To help maintain proper
spacing, have a marker on the course that allows students to see when
it is their turn to go. When the first rider gets to the marker, the next
student may start riding.
Skill-bASeD AcTiviTy > wATer boTTle pick up
Best practices
•
221
SkIll-bASED ActIvIty
timeframe
Adapted and Beginner: N/A
intermediate: N/A
Advanced: 10 minutes
objectives
At the conclusion of this activity the student will be able to:
1. Demonstrate exceptional or reliable performance of the Bunny Hop as
measured by the Bunny Hop rubric. (Psychomotor)
2. Demonstrate exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
ActIvIty
bunny hop
national standards Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
• Helmets
• Head barriers
• Bicycles
• Bicycle pump
• Allen wrench
• Red floor tape
• Cones, domes, polyspots or chalk to mark riding course
• Chalk, jump ropes and very small sticks for Bunny Hop activity
teacher overview This activity is an advanced activity designed to strengthen the key skills
of control of one’s bicycle and hazard-avoidance. Students will have to
‘hop’ the front tire over an object while riding. This activity is not
recommended for beginner, adapted or intermediate riders.
preparation
1. Designate a riding course that enables the teacher to see the students
at all times. This will enable students to ride throughout the class
period, even when they are not performing skills.
2. Set up a “chute” using cones, to indicate where the student will
perform the skill and the teacher will conduct the assessment. This
area should also serve as a teaching station in which the skill will be
demonstrated for the students, and where students will return when
instructed.
3. Use field paint or chalk to mark a line across the chute that students
will practice hopping over.
4. As students progress, increase the size of the object ex. jump ropes,
small diameter sticks/branches, etc.
5. Practice the Bunny Hop before demonstrating to students.
Skill-bASeD AcTiviTy > buNNy Hop
equipment
•
223
directions
1. Introduce this activity using the following prompt:
Another more advanced bicycling skill is to be able to ‘hop’ over small
objects. This would be useful when you really can’t go around an object
because of limited time (you didn’t see it ahead of you until the last
moment) or because of limited space (you can’t go out in traffic and the
object is small enough to hop over).
2. Use the following sample questions to prompt students’ thinking about
the content in this activity.
Q: What might you encounter that you might want to hop over?
A: Any of the following are acceptable:
• Glass
• Pothole
• Stick
• Other responses may be accepted
3. Complete the following steps #4-10 if Helmet Fit and ABC Quick Check
have not been completed as part of the current day’s lesson; otherwise
proceed to step #11.
4. Divide students into groups of two or three.
5. Instruct students to fit helmets and have partner(s) check if the helmet
is fitted correctly.
6. Instruct students to retrieve bicycles according to number assigned.
7. Instruct one student to complete the ABC Quick Check while the other
student observes to ensure that the check was completed properly, and
to provide prompts if an item was missed.
8. Switch roles so the other partner(s) completes the ABC Quick Check.
Skill-bASeD AcTiviTy > buNNy Hop
9. Instruct pairs to proceed to the riding area to meet teacher after students
have successfully completed the helmet fit and ABC Quick Check.
•
224
10. Inspect helmets and instruct students to proceed on the riding course
for the ‘Check’ of the ABC Quick Check and when finished return to the
teaching station.
11. Explain and demonstrate how to perform the Bunny Hop to students in
the teaching station reinforcing the following points. Riders should:
• Be in the ready position as they approach the object.
• Crouch and pull up on the handlebars just prior to going over the
object so the front tire goes over the object.
• Maintain balance and control, as they clear the front tire and as the
back tire rolls over the object.
diagram: Bunny hop
Chalk line
Assessments
1. Assess performance of Bunny Hop for each student using the
following rubric.
exceptional
reliable
inconsistent
struggling/
survival
Student begins
Bunny Hop from a
Ready Position;
Student begins
Bunny Hop from a
Ready Position;
Student is
consistently able to
clear the front tire of
the object because
he crouches and
then pulls up on the
handlebars;
Student is often able
to clear the front tire
of the object because
he crouches and then
pulls up on the
handlebars;
Student does not
begin Bunny Hop
from a Ready
Position;
Student does not
begin Bunny Hop
from a Ready
Position;
Student is rarely able
to clear the front tire
of the object because
he often does not
crouch and/or pull
up on the
handlebars;
Student is unable
to clear the front
tire of the object
because he does
not crouch and/or
then pull up on the
handlebars;
Student is often
unable to maintain
balance and control
as he bunny hops
over an object, and
needs to put a foot
down.
Student is not able
to maintain balance
and control as he
bunny hops over an
object.
Student is always
able to maintain
balance and control
as he bunny hops
over an object.
Student is often able
to maintain balance
and control as he
bunny hops over an
object.
Skill-bASeD AcTiviTy > buNNy Hop
perFormANce rubric: buNNy Hop
•
225
perFormANce rubric: SociAl beHAvior
2. Assess the performance of social behavior for each student using the following rubric.
exceptional
reliable
inconsistent
Student is respectful
toward classmates,
teacher, and
equipment;
Student is respectful
toward classmates,
teacher, and
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student may not
always be respectful
toward classmates,
teacher, and
equipment;
Student participates
fully, without teacher
prompting or
supervision;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Student is able to
work cooperatively
and productively
with classmates,
including during
peer assessments;
Participates in most
class activities at an
appropriate and
productive level;
Student perseveres,
even through
difficult
skills/activities, and
maintains a positive
attitude;
Skill-bASeD AcTiviTy > buNNy Hop
Student is
committed to
learning;
•
226
Student is
committed to
engaging in cycling
in a safe manner, and
keeping all
classmates safe
during the cycling
unit.
Student is most often
able to work
cooperatively and
productively with
classmates,
including during peer
assessments;
Student is able to
work hard and not
get frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student may listen to
feedback from
teacher or peers, but
may not attempt
and/or have difficulty
applying it;
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student
demonstrates the
ability to work
cooperatively and
productively with
classmates, but may
need teacher
direction or
supervision;
Student participates
in most class
activities;
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
struggling/
survival
Student may
struggle with being
respectful toward
classmates,
teacher, and
equipment and/or
show anger and/or
blame others for
cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride
safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
safety
1. Follow the 2-2-2-2 Rule (2 wheels on the ground; 2 feet on the pedals;
2 hands on the handlebars; 2 fingers on the brake levers) while riding
the bicycle.
2. Use the rear brake only to stop the bicycle, until the skill level
advances to be able to safely use the front brake.
3. Instruct students to ride the bicycles on the designated course and
demonstrate the skill components in the “chute.”
4. Instruct students to keep at least three-bicycles-lengths between
each rider.
differentiating
instruction
Adapted, Beginner and intermediate
• Not recommended
Best practices
1. Provide a discreet opportunity and safe environment for students to
share information pertaining to their ability and comfort level for
riding a bicycle.
2. Always complete the Helmet Fit and ABC Quick Check at the
beginning of every class in which the students will be riding. The use
of peers/partners to practice, inspect, and correct each other will
make the most efficient use of class time and reinforce bicycle safety
skills. This should not replace teacher assessment.
Skill-bASeD AcTiviTy > buNNy Hop
3. Review the three-bicycles-length rule to promote safe riding. The
three-bicycles-length rule is a reminder of keeping a safe distance
between cyclists while riding single-file. To help maintain proper
spacing, have a marker on the course that allows students to see when
it is their turn to go: when the person in front of them gets to the
marker, the next student may start riding.
•
227
SkIll-bASED ActIvIty
Adapted and Beginner: N/A
intermediate and Advanced: 5-7 minutes/stations
objectives
At the conclusion of this activity the student will be able to:
1. Demonstrate exceptional or reliable performance of the Figure 8 Ride
skill as measured by the Figure 8 rubric. (Psychomotor)
2. Demonstrate exceptional or reliable performance of the Snail Race as
measured by the Snail Race rubric. (Psychomotor)
3. Demonstrate exceptional or reliable performance of gearing as
measured by the gearing rubric. (Psychomotor)
4. Demonstrate exceptional or reliable performance of the Water Bottle
Pickup as measured by the gearing rubric. (Psychomotor)
5. Demonstrate exceptional or reliable performance of the Bunny Hop as
measured by the Bunny Hop rubric. (Psychomotor)
6. Demonstrate exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
national standards Standard 1
Standard 2
Standard 3
Standard 5
Standard 6
equipment
• Helmets
• Head barriers
• Bicycles
• Bicycle Trainers (optional but recommended)
• Bicycle pump
• Allen wrench
• Red floor tape
• Cones, domes, polyspots or chalk to mark riding course
• Pencils
• Student journals
• Cones for Water Bottle Pickup activity
• Water bottles or other equipment students can pick up off a cone
(bean bags, yarn balls, tennis balls, etc.)
• Chalk, jump ropes and very small sticks for Bunny Hop activity
teacher overview This activity prompts students to practice the advanced skills from Unit
4, skills from Units 2 and 3 can also be included.
Skill-bASeD AcTiviTy > ADvANceD cycliNg Skill STATioNS
timeframe
ActIvIty
Advanced cycling
Skill Stations
•
229
preparation
1. Designate a riding course that enables the teacher to see the students
at all times. This will enable students to ride throughout the class
period, even when they are not performing skills.
2. Set up skill stations along the course to enable students to practice
any of the appropriate skills from Unit 4.
diagram: Advanced Cycling skills Course
Bunny hop
Bunny hop
Water Bottle
Finish
Skill-bASeD AcTiviTy > ADvANceD cycliNg Skill STATioNS
start
•
230
snail race
directions
1. Introduce this activity using the following prompt:
Practicing all of the skills that you have learned is important, even for
advanced level riders. We will be working on the skills from this unit as
we ride around to each individual station. The more comfortable you
are handling your bike, the safer you will be and other cyclists will be
when around you.
2. Complete the following steps #3-9 if Helmet Fit and ABC Quick Check
have not been completed as part of the current day’s lesson; otherwise
proceed to step #10.
3. Divide students into groups of two or three.
4. Instruct students to fit helmets and have partner(s) check if the helmet
is fitted correctly.
5. Instruct students to retrieve bicycles according to number assigned.
6. Instruct one student to complete the ABC Quick Check while the
partner observes to ensure that the check was completed properly
and to provide prompts if an item was missed. Switch roles.
7. Instruct pairs to proceed to the riding area to meet teacher after students
have successfully completed the helmet fit and ABC Quick Check.
8. Inspect helmets and instruct students to proceed on the riding course
for the ‘Check’ of the ABC Quick Check and when finished return to
the teaching station.
9. Identify the skills that are set up around the course reinforcing the
following points. Riders should:
• Perform the skill in the chute one at a time as they encounter it
around the course.
• Ensure everyone in the group completes the skill.
• Provide feedback to peers.
• Move to the next station when the whistle blows.
10. Divide students in pairs or groups of 3-4 to progress around the course.
Assessment
1. Assess the performance of the Figure 8 skill for each student using the
following rubric.
perFormANce rubric: Figure 8
reliable
inconsistent
Student can
maneuver bike
around cones
without touching
them;
Student can
maneuver bike
around cones
without touching
them;
Student can
maneuver bike around
cones, but touches
them or occasionally
runs over them;
Student has
excellent balance
when pedaling
through course and
never puts foot on
the ground;
Student has good
balance when
pedaling through
course and rarely
puts foot on the
ground;
Student often puts
foot on the ground;
Student can
maneuver through
course at both fast
and slow speeds,
under control.
Student can
maneuver through
course at medium
and slow speeds,
under control.
Student can
maneuver through
course at a faster
speed, but not under
control;
Student knocks over
several cones and/or
is unable to maneuver
around cones when
riding slowly.
struggling/
survival
Student can
maneuver bike
around cones, but
touches them or
often runs over
them;
Student often puts
foot on the ground
or has to stop and
restart; Student can
maneuver through
course at very slow
speeds, but often
runs over cones.
Skill-bASeD AcTiviTy > ADvANceD cycliNg Skill STATioNS
exceptional
•
231
perFormANce rubric: SNAil rAce
2. Assess the performance of Snail Race for each student using the following rubric.
struggling/
survival
exceptional
reliable
inconsistent
Student has
excellent balance
when moving and
never puts foot on
the ground;
Student has good
balance when
moving and rarely
puts foot on the
ground;
Student has poor
balance when
moving and
sometimes puts foot
on the ground;
Student can move
forward at very slow
speeds, without
zigzagging or
running into other
riders;
Student can move
forward at slow
speeds, without
zigzagging or
running into other
riders.
Student can only
move forward at
medium speeds;
Student cannot
ride in a straight
line and often veers
from side to side;
Student often
zigzags and/or runs
into other riders.
Student constantly
has one foot on the
ground.
Student has poor
balance and can
only move forward
at a medium speed;
Student can perform
a track stand for up
to a few seconds.
perFormANce rubric: geAriNg
Skill-bASeD AcTiviTy > ADvANceD cycliNg Skill STATioNS
3. Assess the performance of gearing for each student using the following rubric.
•
232
exceptional
reliable
inconsistent
Student understands
and can explain how
the gears on the bike
are set up;
Student understands,
but cannot explain,
how the gears on the
bike are set up;
Student can
consistently shift
into correct gear,
according to terrain
and their fitness
level, while riding;
Student can shift into
correct gear,
according to terrain
and their fitness
level, most of the
time, and do so while
riding;
Student does not
understand and
cannot explain how
the gears on the bike
are set up;
Student can shift
gears without
causing the chain to
fall off or to get
locked up.
Student can shift
gears without
causing the chain to
fall off or to get
locked up.
Student is often in
the wrong gear,
according to terrain
and their fitness
level, and tends to
shift while stationary;
Student cannot shift
gears without
occasionally causing
the chain to fall off or
to get locked up.
struggling/
survival
Student does not
understand how the
gears are set up on
the bike;
Student is always
in the incorrect
gear and needs to
be told when to
shift;
Student is unable
to shift while
moving; Student
often causes the
chain to fall off or
lock up because of
poor shifting.
perFormANce rubric: wATer boTTle pickup
4. Assess the performance of Water Bottle Pickup for each student using the following rubric.
exceptional
reliable
inconsistent
Student is able to
pick up a water
bottle at a prescribed
height consistently;
Student is often able
to pick up a water
bottle at a prescribed
height;
Student is rarely able
to pick up a water
bottle at a prescribed
height;
Student maintains
balance and control
while picking up
and/or putting back
the water bottle;
Student maintains
balance and control
while picking up
and/or putting back
the water bottle;
Student is able to
proceed through the
course without
putting foot on the
ground.
Student is able to
proceed through the
course, only putting
foot on the ground
occasionally.
Student does not
maintain balance
and control while
picking up and/or
putting back the
water bottle;
Student has to stop
during course and
restart.
struggling/
survival
Students is unable
to pick up a water
bottle at a
prescribed height,
even at a height
level with them;
Student does not
maintain balance
and control while
picking up and/or
putting back the
water bottle;
Student has to stop
during course and
restart.
perFormANce rubric: buNNy Hop
exceptional
reliable
inconsistent
Student begins
Bunny Hop from a
Ready Position;
Student begins
Bunny Hop from a
Ready Position;
Student does not
begin Bunny Hop
from a Ready Position;
Student is
consistently able to
clear the front tire of
the object because
he crouches and
then pulls up on the
handlebars;
Student is often able
to clear the front tire
of the object because
he crouches and then
pulls up on the
handlebars;
Student is rarely able
to clear the front tire
of the object because
he often does not
crouch and/or pull up
on the handlebars;
Student is often able
to maintain balance
and control as he
bunny hops over an
object.
Student is often
unable to maintain
balance and control
as he bunny hops over
an object, and needs
to put a foot down.
Student is always
able to maintain
balance and control
as he bunny hops
over an object
struggling/
survival
Student does not
begin Bunny Hop
from a Ready
Position;
Student is unable
to clear the front
tire of the object
because he does
not crouch and/or
then pull up on the
handlebars;
Student is not able
to maintain balance
and control as he
bunny hops over an
object.
Skill-bASeD AcTiviTy > ADvANceD cycliNg Skill STATioNS
5. Assess the performance of Bunny Hop for each student using the following rubric.
•
233
perFormANce rubric: SociAl beHAvior
Skill-bASeD AcTiviTy > ADvANceD cycliNg Skill STATioNS
6. Assess the performance of social behavior for each student using the following rubric.
•
234
exceptional
reliable
inconsistent
Student is respectful
toward classmates,
teacher, and
equipment;
Student is respectful
toward classmates,
teacher, and
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student may not
always be respectful
toward classmates,
teacher, and
equipment;
Student participates
fully, without teacher
prompting or
supervision;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Student is able to
work cooperatively
and productively
with classmates,
including during
peer assessments;
Participates in most
class activities at an
appropriate and
productive level;
Student perseveres,
even through
difficult
skills/activities, and
maintains a positive
attitude;
Student is
committed to
learning;
Student is
committed to
engaging in cycling
in a safe manner, and
keeping all
classmates safe
during the cycling
unit.
Student is most often
able to work
cooperatively and
productively with
classmates,
including during peer
assessments;
Student is able to
work hard and not
get frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student may listen to
feedback from
teacher or peers, but
may not attempt
and/or have difficulty
applying it;
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student
demonstrates the
ability to work
cooperatively and
productively with
classmates, but may
need teacher
direction or
supervision;
Student participates
in most class
activities;
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
Student may
fluctuate between
riding safely and
unsafely at times.
struggling/
survival
Student may
struggle with being
respectful toward
classmates,
teacher, and
equipment and/or
show anger and/or
blame others for
cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride
safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
safety
1. Follow the 2-2-2-2 Rule (2 wheels on the ground; 2 feet on the pedals;
2 hands on the handlebars; 2 fingers on the brake levers) while riding
the bicycle.
2. Use the rear brake only to stop the bicycle, until the skill level
advances to be able to safely use the front brake.
3. Instruct students to ride the bicycles on the designated course and
demonstrate the skill components in the “chute.”
4. Instruct students to keep at least three-bicycles-lengths between
each rider.
differentiating
instruction
•
Varies for each skill
Best practices
1. Provide a discreet opportunity and safe environment for students to
share information pertaining to their ability and comfort level for
riding a bicycle.
3. Review the three-bicycles-length rule to promote safe riding. The
three-bicycles-length rule is a reminder of keeping a safe distance
between cyclists while riding single-file. To help maintain proper
spacing, have a marker on the course that allows students to see when
it is their turn to go. When the first rider gets to the marker, the next
student may start riding.
Skill-bASeD AcTiviTy > ADvANceD cycliNg Skill STATioNS
2. Always complete the Helmet Fit and ABC Quick Check at the
beginning of every class in which the students will be riding. The use
of peers/partners to practice, inspect, and correct each other will
make the most efficient use of class time and reinforce bicycle safety
skills. This should not replace teacher assessment.
•
235
clOSING ActIvIty
timeframe
Beginner: 10-15 minutes
intermediate: 10 minutes
Advanced: 10 minutes
objectives
At the conclusion of this activity the student will be able to:
1. List and describe key concepts from Unit 4 that illustrate a clear
understanding of the need to have advanced bicycle handling skills, as
measured by providing responses to questions in journals. (Cognitive)
2. Describe how they feel about their ability to ride safely and their level
of enjoyment of bicycling, as measured by providing responses to
questions in journals. (Affective)
ActIvIty
Journal writing
national standards Standard 2
Standard 5
equipment
• Journals or portfolios for each student
teacher overview This activity prompts students to think about what they have learned
during the fourth unit by asking questions about basic bicycling skills and
providing written responses in journals.
1. Determine method for distributing, collecting and storing portfolios or
journals before beginning this activity.
2. Modify the questions to reflect the actual activities completed by
students.
directions
1. Introduce this activity using the following prompt:
We’ve now completed Unit 4 – “Advanced Cycling Skills.” All of the
skills learned in this unit will help you be safer and more skilled
bicyclists when you are out riding. All of the skills in Unit 4 are
important to practice, even for advanced level riders. While you may
never be required to perform a Snail Race when out on a ride, the skills
practiced – balance and control – help make you a better bicyclist.
2. Provide portfolios or journals for students to write in.
3. Choose a location where students can sit comfortably and complete
the assignment if completing the journal writing activity in class.
4. Use the following sample questions to prompt students’ thinking about
the content presented in this unit.
cloSiNg AcTiviTy > jourNAl wriTiNg
preparation
•
237
Q. name the two primary skills you used when performing the slalom
ride, Figure 8 and snail race.
A. Balance and control of the bicycle
Q. please explain why/when you might need to shift gears when on a
ride.
A. When the terrain changes it may be necessary to change gears to
continue at a particular cadence.
Q. What gear combination is best to use when climbing a hill?
A. Small chain ring on the front; largest cassette on the back.
Q. please explain three critical elements of the Bunny hop.
A. All responses must be present:
• Begin in the ready position.
• Crouch just before the obstacle.
• Pull up on the handlebars
Assessment
1. Be thoughtful about assessing journal writing, particularly when
asking open ended “opinion-type” questions. Not all students may
enjoy bicycling and should be allowed to voice their opinions. To
encourage honest answers, refrain from grading thoughts and
opinions. However, this should not be an excuse for not learning
the material.
cloSiNg AcTiviTy > jourNAl wriTiNg
2. Consider assessing writing skills and integrate literacy (spelling, use
of correct grammar and complete sentences, etc.) in journal writing.
Some teachers may want to specify length of answers for specific
questions (e.g., answer must be at least two sentences).
•
238
safety
None
differentiating
instruction
All levels
• Choose questions that are appropriate for the age and ability level
of students.
Best practices
•
Some students may need to share their answers verbally with a
teacher if they have difficulty writing.
•
Some students may need the teacher or an aide to read the questions.
1. Complete this activity in classroom settings, health classes or science
classes if cross-curricular units are planned or to maximize riding
time in physical education class.
2. Assign the journal writing for Unit 4 as homework to maximize riding
time in physical education class.
uNIt 5
Rules of the Road
objecTiveS
At the conclusion of this unit the student will be able to:
1.
Describe key concept of safe riding, as measured by completion of the Rules of the Road
worksheet. (Cognitive)
2. Describe key concept of safe riding, as measured by participation in peer discussion
about Rules of the Road. (Cognitive)
3. Demonstrate exceptional or reliable performance of Rules of the Road during the Chaos
Corners activity as measured by the Rules of the Road rubric. (Psychomotor)
4. Demonstrate exceptional or reliable lane positioning as measured by the lane-positioning
rubric. (Psychomotor)
6. Demonstrate exceptional or reliable bicycle etiquette associated with bicycle paths/trails
as measured by the bicycle paths/trails rubric. (Psychomotor)
7.
Demonstrate exceptional or reliable social behavior as measured by the social behavior
rubric. (Affective)
8. List and describe key concepts from Unit 5 that illustrate a clear understanding of the
need to know the rules of the road and bicycling etiquette, as measured by providing
responses to questions in journals. (Cognitive)
9. Describe how they feel about their ability to ride safely on the road and/or on a multi-use
path and their level of enjoyment of bicycling, as measured by providing responses to
questions in journals. (Affective)
10. Describe key concepts of bicycling etiquette, as measured by completion of a bicycling
etiquette poster. (Cognitive)
The skill-based activities in Units 1-3 create the foundation for safe bicycling.
Regardless of students' skill level or previous bicycling knowledge, the skill-based
activities in Units 1-3 should be completed before completing the activities in Unit 5.
SecTioN 3 • uNiT 5 > ruleS oF THe roAD
5. Demonstrate exceptional or reliable bicycle etiquette associated with group rides as
measured by the bicycle etiquette rubric. (Psychomotor)
•
239
NATioNAl STANDArDS For k-12 pHySicAl eDucATioN
standard 1
The physically literate individual demonstrates competency in a variety of motor skills and
movement patterns.
standard 2
The physically literate individual applies knowledge of concepts, principles, strategies and
tactics related to movement and performance.
standard 3
The physically literate individual demonstrates the knowledge and skills to achieve and
maintain a health-enhancing level of physical activity and fitness.
standard 4
The physically literate individual exhibits responsible personal and social behavior that
respects self and others.
standard 5
The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.
key vocAbulAry/TermS
Bicycling etiquette: General rules of conduct by bicyclists that prevent potential injury.
intersection: A road junction where two or more roads (driveways, sidewalks) either meet or
cross. It may or may not be controlled by traffic lights/signs. Most bicycle crashes occur at
intersections.
SecTioN 3 • uNiT 5 > ruleS oF THe roAD
lane position/roadway position: The physical position of the bicyclists on the roadway or in
the lane. Most state laws indicate that a bicyclist should ride as far to the right as is safe, or
practicable. A common error among cyclists is to ride too far to the right where they may hit
a curb or don’t have enough room to maneuver around a hazard. A bicyclist positioned too far
to the right is less visible to motorists.
•
240
multi-use paths: Paths for varying users, i.e. bicyclists, pedestrians, joggers, in-line skaters
and those on horseback.
rules-of-the-road: Traffic laws, regulations and common-sense riding behavior designed to
increase the safety of bicyclists riding in the roadway. Some examples include: riding in the
same direction as traffic, obeying all traffic signs and signals.
Verbal and nonverbal Communication: Types of communication by bicyclists to other
bicyclists, pedestrians and motor vehicle drivers to share information. Some examples
include: signaling stopping with a hand signal; saying ‘passing on left’ to a pedestrian when
passing; pointing to a pothole to warn another bicyclist about a hazard.
yielding: Slowing down or stopping to let another person go first. There are general rules
about when you must yield the right-of-way. Some examples include: at an intersection
without signs or signals, you should yield the right-of-way to any vehicle approaching from
the right; at an intersection with stop signs at all corners, you must yield the right-of-way to
the first vehicle to come to a complete stop. If two vehicles stop at the same time, the vehicle
on the left should yield to the vehicle on the right.
AcTiviTieS
Each unit should include three types of activities: introduction, skill-based with assessments and
cool-down/closure. In some cases, more than one activity option is offered for the introduction
and closure; choose the appropriate activities that fit into your allotted class time when developing
your lesson plans. If class time it too short to allow for all three types of activities, focus your
lesson on the skill-based activities.
introduction: The following activity can be used to introduce this unit of learning.
• Walk & Share
skill-Based with Assessments: Each skill-based activity is associated with an assessment to
measure student knowledge and application of the identified skill. Depending on the amount of
class time available and the skill level of students, more than one of the following skill-based
activities may be completed during one class.
• Rules of the Road
• Lane Positioning
• Group Riding Etiquette
• Bike Path/Trail Etiquette
Closure: The following activities can be used to conclude this unit of learning. If desired, these
activities can be assigned as homework. Choose which best fits the needs of your students and class.
• Journal Writing
• Bicycling Etiquette Poster
• Helmets
• Head barriers
• Bicycles
• Bicycle pump
• Allen wrench
• Red floor tape
• Cones, domes, polyspots or chalk to mark riding course
• Pencils
• Rules of the Road worksheet
• Student journals
• Pin the Bicyclist on the Road worksheets
• Bike Tips for Youth http://www.nhtsa.gov/staticfiles/nti/bicycles/pdf/8024a_YouthTips.pdf
• Cyclist’s Eye View video (optional)
• Rules of the Road Crossword Puzzle (optional)
• Poster board, art paper, paper rolls or butcher paper
• Markers
croSS-curriculAr AcTiviTieS
language Arts
• Etiquette poster
• Journal writing
SecTioN 3 • uNiT 5 > ruleS oF THe roAD
equipmeNT NeeDeD
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INtRODuctION ActIvIty
timeframe
Beginner: 5-7 minutes
Intermediate: 5-7 minutes
Advanced: 5-7 minutes
objective
At the conclusion of this activity, the student will be able to:
1. Describe key concept of safe riding, as measured by completion of the
Rules of the Road worksheet. (Cognitive)
national standards Standard 2
Standard 3
• Rules of the Road worksheet
• Pencils
teacher overview This activity is designed to prompt students to begin thinking about Rules of
the Road for bicyclists. Walking while discussing the questions will initiate
peer discussion about safe bicycling behaviors and keep students moving.
preparation
Make appropriate number of copies of the Rules of the Road worksheet.
directions
1. Introduce this activity using the following prompt:
Today, we are going to begin to talk about how to be safe while riding on
the road with traffic.
2. Divide students into groups of two or three.
3. Ask students to walk the perimeter of the gym while answering the
questions on the Rules of the Road worksheet. Instruct students they may
need to stop to write a quick answer, but should continue moving as much
as possible or have them write the answers when the walking is completed.
4. Instruct students to stop when the whistle blows and be prepared to
share something they discussed with their partner(s).
Assessment
Successful completion of the Rules of the Road worksheet
safety
1. Do not let students run or walk too quickly if carrying pencils.
differentiating
instruction
intermediate and Advanced
• Set up lanes that students need to travel in. Include stop signs
and intersections.
Best practices
1. Complete this activity when weather prevents riding outside.
iNTroDucTioN AcTiviTy > wAlk & SHAre / ruleS oF THe roAD
equipment
ActIvIty
walk & Share /
Rules of the Road
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RulES Of thE ROAD wORkShEEt
Date
directions: Please answer the questions below with your partner.
1.
What side of the road should bicyclists ride their bikes on? Why?
wORkShEEt
Student
2. Where should bicyclists be positioned in a traffic lane? Why?
4. Discuss some situations where it is important for bicyclists to communicate with
pedestrians, motorized vehicles and other bicyclists. What would you say and/or do?
5. What are some rules of etiquette for riding on a trail?
workSHeeT > ruleS oF THe roAD
3. Can you demonstrate to your partner the hand signals used to indicate a right turn?
Left turn? Slowing and stopping?
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RulES Of thE ROAD wORkShEEt
ANSwER kEy
1.
What side of the road should bicyclists ride their bikes on? Why?
Bicyclists should ride their bicycles on the right side of the road in the same direction
as traffic. A bicyclist is considered a motor vehicle and must follow the same rules of
the road.
2. Where should bicyclists be positioned in a traffic lane? Why?
most state laws indicate that a bicyclist should ride as far to the right as is safe, or
practicable. A common error among bicyclists is to ride too far to the right where they
may hit a curb or don’t have enough room to maneuver around a hazard. A bicyclist
positioned too far to the right is less visible to motorists.
3. Describe the hand signals used to indicate a right turn? Left turn? Slowing and stopping?
right turn: left arm extended and parallel to the ground, elbow bent so hand is
pointing up.
left turn: left arm extended and parallel to the ground pointing left.
slowing and stopping: left arm extended and parallel to the ground, elbow bent so
hand is pointing down.
4. Discuss some situations where it is important for bicyclists to communicate with pedestrians,
motorized vehicles and other bicyclists. What would you say and/or do?
workSHeeT > ruleS oF THe roAD
it is important for bicyclists to communicate lane changing, turning, stopping and
slowing. you should verbally and visually communicate your intentions. Bicyclists
should be deliberate and courteous. Bicyclists should try to make eye contact with
motorists and other bicyclists.
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5. What are some rules of etiquette for riding on a trail?
responses include:
Always ride to the right, allowing others to pass on the left
use communication skills for signaling. Communication: verbal and visual (pointing)
Always stay to the right
pass only on the left
‘right of way’ – equestrians, pedestrians, bicyclists
When stopped, move off the trail so others can pass
Be respectful of the trail and other bicyclists (or equestrians/pedestrians)
When riding at night, use lights in front and rear of bicycle
Always be predictable and courteous
SkIll-bASED ActIvIty
timeframe
Beginner: 45 minutes
intermediate: 35 minutes
Advanced: 25 minutes
objective
At the conclusion of this activity the student will be able to:
1. Describe key concept of safe riding, as measured by participation in
peer discussion about Rules of the Road. (Cognitive)
2. Demonstrate exceptional or reliable performance of Rules of the Road
during the Chaos Corners activity as measured by the Rules of the
Road rubric. (Psychomotor)
3. Demonstrate exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
ActIvIty
Rules of the Road
equipment
• Helmets
• Head barriers
• Bicycles
• Bicycle pump
• Allen wrench
• Red floor tape
• Cones, domes, polyspots or chalk to mark riding course
• Bike Tips for Youth handout (optional)
www.nhtsa.gov/staticfiles/nti/bicycles/pdf/8024a_YouthTips.pdf
teacher overview This activity provides further discussion about Rules of the Road for
bicycles. The Chaos corner course and activity is used to enable students to
apply rules of the road while on their bicycles. The riding portion of this
activity supports why these rules are important to have and follow.
preparation
1. Designate a riding course that enables the teacher to see the students
at all times. This will enable students to ride throughout the class
period, even when they are not performing skills.
2. Set up a Chaos Corners course, using cones, chalk or field paint, to
indicate where the student will perform the skill and the teacher will
conduct the assessment. This area should also serve as a teaching
station in which the skill will be demonstrated for the students and
where students will return when instructed.
3. Mark out a large rectangle approximately 70’x40’.
Skill-bASeD AcTiviTy > ruleS oF THe roAD
national standards Standard 2
Standard 3
Standard 4
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247
4. Practice the Rules of the Road activity on the Chaos Corners course before
demonstrating to students.
5. Identify the bicycle laws specific to your state or local jurisdiction.
6. Make appropriate number of copies of Bike Tips for Youth handout (optional).
diagram: rules of the road Course
70 Ft
40 Ft
60 Ft
directions
1. Introduce this activity using the following prompt:
Skill-bASeD AcTiviTy > ruleS oF THe roAD
Today, we will be learning more about the Rules of the Road for bicyclists
and why it is important to follow them.
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248
2. Use the following sample questions to prompt students’ thinking about the
content in this activity. All questions are true or False
Q: A bicycle is a vehicle when it is on the road.
A: true: Any time you ride a bicycle on the road, your bicycle is considered a
vehicle (and you are considered the driver of a vehicle). As a vehicle, you
have the same rights and the same responsibilities as motorists. This class
will be your first driver education class and we will discuss safe bicycle
driving skills. Although bicyclists have the same rights as a vehicle when on
the road, it is important to remember that in a crash, the bicyclist is more
likely to be injured than the motorist. Therefore, as a bicyclist, it’s important
to always look out for the other guy; it’s always better to be safe than sorry.
When a bicyclist dismounts and walks, he/she is considered a pedestrian and
must follow the rules of a pedestrian.
Q: i should obey traffic lights when riding my bicycle on the road.
A: true: Because a bicycle is a vehicle, you must obey all traffic signs and
signals. This means that when there is a stop sign or red light, the bicyclist
must come to a complete stop and should place one foot on the ground. The
bicyclist should not proceed until he has looked left-right-left for traffic and
there is no traffic or it is your turn to safely go. This is a skill you should have
learned as a pedestrian and it is applies as a bicyclist and motorist.
Q: i should ride my bicycle facing traffic.
A: False: Because a bicycle is a vehicle, you must ride on the right side of
the road in the same direction as traffic. This is safer than riding facing
traffic because you can act like a vehicle and your actions are more
predictable.
Q: i can keep riding my bicycle when i hear a siren from an emergency
vehicle.
A: False: Because a bicycle is a vehicle, when you hear a siren from an
emergency vehicle (e.g., police, fire, emergency), you must pull over to the
side of the road on the right and stop to allow the emergency vehicle to
pass safely.
Q: While bicycling, i should always hand-signal turns or stops.
A: true: Because a bicycle is a vehicle, you must signal your intention to
turn or stop by using hand signals. Because bicycles do not have brake
lights, it is important to signal your intentions of slowing down or
stopping. This is especially important if you are riding with a group of
bicyclists. The left hand is safest to perform these signals for a number
of reasons:
• The right hand controls the rear brake and allows a rider to signal
and apply the brakes, without the danger of being thrown over the
handlebars.
• Motor vehicle drivers may not recognize or expect to see turn
signals being made with the right hand.
Q: i should always ride as fast as i can when i am riding my bicycle on
the road.
A: False: Vehicles should obey posted speed limits because these are the
speeds at which a driver can control a vehicle on a particular road and
allow for safe stopping. A bicyclist should always maintain a controlled
speed. This is important because it enables a rider to maintain control
of the bicycle and safely stop. It actually requires more skill to ride a
bicycle very slowly.
Q: i should have a light on my bicycle if i am riding at night.
A: true: Riding a bicycle at night can be very dangerous and is
discouraged. The biggest danger is not being seen by other vehicles.
Vehicles are required to have headlights and taillights to help with
visibility. This is true for bicycles as well. When riding at night, a
bicycle should have a battery-powered headlight and a red rear
reflector, in addition to normal reflectors. (Each state may have
different laws as to what types of lights are required on bicycles when
ridden at night.)
Skill-bASeD AcTiviTy > ruleS oF THe roAD
Q: i only need to look straight ahead when riding my bicycle.
A: False: It is critical to always know what is going on around you, in all
directions, when riding a bicycle. Because bicycles do not have rear
view and side view mirrors to see what is going on (unless they are
purchased and worn by the bicyclist), it is important for the bicyclist to
scan in front, to the right, to the left and to the back. The skill of
scanning is also used to safely change lanes. We will practice how to
safely scan in all directions while riding a bicycle in another lesson.
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3. Complete the Helmet Fit and ABC Quick Check (#4-10) if have not been
completed as part of the current day’s lesson; otherwise proceed to (#11.)
4. Divide students into groups of two or three.
5. Instruct students to fit helmets and have partner(s) check if the helmet is
fitted correctly.
6. Instruct students to retrieve bicycles according to number assigned.
7. Instruct one student to complete the ABC Quick Check while the partner
observes to ensure that the check was completed properly and to provide
prompts if an item was missed. Switch roles.
8. Instruct pairs to proceed to the riding area to meet teacher after students
have successfully completed the helmet fit and ABC Quick Check.
9. Inspect helmets and instruct students to proceed on the riding course for
the ‘Check’ of the ABC Quick Check and when finished return to the
teaching station.
10. Explain and demonstrate skills to students on the Chaos Corners course
reinforcing the following points. Riders should:
• Ride inside the rectangle area anywhere they would like.
• Stay inside the boundaries and not run into anyone else, and
• Ride continuously.
11. Line students up in pairs, with their bicycles outside of the large rectangle.
12. Add students into the rectangle by twos every five seconds.
13. Allow students to ride for five minutes.
Skill-bASeD AcTiviTy > ruleS oF THe roAD
14. Move cones in 10 feet from one of the rectangle’s shorter sides to make
the riding area smaller, so it is now 40’ x 60’.
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250
15. Allow students to ride for 2-3 more minutes.
16. Move cones in again.
17. Continue until area is slightly congested for riding, but students are still
able to maneuver safely. This will depend on the size of the class.
18. Typically, as the area becomes smaller, students will begin to ride in a
circle without any communication.
19. After three minutes, conclude activity and debrief with students by
asking the following questions.
Q: What happened when everyone first started riding and the area
was large?
A: Any of the following:
• Plenty of room to move around
• Could ride wherever
• Other answers may be accepted.
Q: What happened when the area got smaller?
A: Any of the following:
• Harder to ride where you wanted
• Needed to communicate more
• Got nervous
• Other answers may be accepted.
Q: Why did everyone start riding in the same direction?
A: Any of the following:
• Because it felt safer
• To become predictable
• Other answers may be accepted.
Q: how does what happened in Chaos Corners apply to riding with
traffic?
A: Any of the following:
• It is safer to be predictable
• Had a better idea of what other riders/drivers would do
• Other answers may be accepted.
20. Prepare and provide copies of Bike Tips for Youth handout(s) for take
home. (optional)
http://www.nhtsa.gov/staticfiles/nti/bicycles/pdf/8024a_YouthTips.pdf
Assessment
1. All students should participate in group discussion about Rules of the
Road conversation.
perFormANce rubric: ruleS oF THe roAD
exceptional
reliable
inconsistent
Student is
committed to riding
safely during
activity;
Student is committed
to riding safely
during activity;
Student is somewhat
committed to safe
riding, particularly
when a teacher
prompts appropriate
riding behavior;
Student reliably
maintains a safe
speed and distance,
without reminders
from the teacher.
Student maintains a
safe speed and
distance during
activity, but may
need a
reminder/prompt
from teacher
Student will maintain
a safe speed and
distance during the
activity, with
reminders and
supervision.
struggling/
survival
Student is unable
to participate in the
activity due to
unsafe behavior;
Student lacks
control of his bike
and balance, so
that riding in this
activity is unsafe
for all involved.
Skill-bASeD AcTiviTy > ruleS oF THe roAD
2. Assess performance of Rules of the Road activity on the Chaos
Corners course of each student using the following rubric:
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perFormANce rubric: SociAl beHAvior
3. Assess the performance of social behavior for each student using the following rubric.
exceptional
reliable
inconsistent
Student is respectful
toward classmates,
teacher, and
equipment;
Student is respectful
toward classmates,
teacher, and
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student may not
always be respectful
toward classmates,
teacher, and
equipment;
Student participates
fully, without teacher
prompting or
supervision;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Student is able to
work cooperatively
and productively
with classmates,
including during
peer assessments;
Participates in most
class activities at an
appropriate and
productive level;
Skill-bASeD AcTiviTy > ruleS oF THe roAD
Student perseveres,
even through
difficult
skills/activities, and
maintains a positive
attitude;
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252
Student is
committed to
learning;
Student is
committed to
engaging in cycling
in a safe manner, and
keeping all
classmates safe
during the cycling
unit.
Student is most often
able to work
cooperatively and
productively with
classmates,
including during peer
assessments;
Student is able to
work hard and not
get frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student may listen to
feedback from
teacher or peers, but
may not attempt
and/or have difficulty
applying it;
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student
demonstrates the
ability to work
cooperatively and
productively with
classmates, but may
need teacher
direction or
supervision;
Student participates
in most class
activities;
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
Student may
fluctuate between
riding safely and
unsafely at times.
struggling/
survival
Student may
struggle with being
respectful toward
classmates,
teacher, and
equipment and/or
show anger and/or
blame others for
cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride
safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
safety
1. Follow the 2-2-2-2 Rule (2 wheels on the ground; 2 feet on the pedals;
2 hands on the handlebars; 2 fingers on the brake levers) while riding
the bicycle.
2. Use the rear brake only to stop the bicycle, until the skill level
advances to be able to safely use the front brake.
3. Instruct students to ride the bicycles on the designated course.
4. Instruct students to keep at least three-bicycles-lengths between
each rider.
differentiating
instruction
Adapted and Beginner
• Consider having students walk through this activity, instead of riding
bicycles, for safety reasons.
intermediate and Advanced
• Progression to a smaller sized area can occur more quickly.
1. Provide a discreet opportunity and safe environment for students to
share information pertaining to their ability and comfort level for
riding a bicycle.
2. Always complete the Helmet Fit and ABC Quick Check at the
beginning of every class in which the students will be riding. The use
of peers/partners to practice, inspect, and correct each other will
make the most efficient use of class time and reinforce bicycle safety
skills. This should not replace teacher assessment.
3. Review the three-bicycles-length rule to promote safe riding. The
three-bicycles-length rule is a reminder of keeping a safe distance
between bicyclists while riding single-file. To help maintain proper
spacing, have a marker on the course that allows students to see
when it is their turn to go. When the first rider gets to the marker,
the next student may start riding.
Skill-bASeD AcTiviTy > ruleS oF THe roAD
Best practices
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253
SkIll-bASED ActIvIty
timeframe
Adapted/Beginner: 30 minutes
intermediate: 30-60 minutes
Advanced: 20-50 minutes
objectives
At the conclusion of this activity the student will be able to:
1. Demonstrate exceptional or reliable lane positioning as measured by
the lane positioning rubric. (Psychomotor)
2. Demonstrate exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
national standards Standard 1
Standard 2
Standard 3
Standard 4
• Helmets
• Head barriers
• Bicycles
• Bicycle pump
• Allen wrench
• Red floor tape
• Cones, domes, polyspots or chalk to mark riding course
• Pin the Bicyclist on the Road worksheets
• Pencils
• Two-way radios or cell phones
teacher overview This activity teaches proper lane positioning when riding in the road
and through intersections. Proper lane positioning is an important
safety behavior. This activity provides lane positioning practice through
the use of mock intersections. However, there is an option to provide
lane positioning practice using an actual intersection in the surrounding
area. This option is not recommended for beginner or adapted riders.
preparation
1. Designate a riding course that enables the teacher to see the students
at all times. This will enable students to ride throughout the class
period, even when they are not performing skills.
2. Set up a lane positioning course and intersection course, using cones,
chalk or field paint, to indicate where the student will perform the skill
and the teacher will conduct the assessment. This area should also
serve as a teaching station in which the skill will be demonstrated for
the students, and where students will return when instructed.
3. Mark out a large rectangle approximately 70’x40’ with 3 riding lanes
approximately 12’ each.
Skill-bASeD AcTiviTy > lANe poSiTioNiNg
equipment
ActIvIty
lane positioning
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255
4. Using the Lane Positioning Course or another location mark out a
large rectangle with an inside cross approximately 70’x40’ with 3
riding lanes approximately 12’ each.
lane positioning Course
5. Practice the lane positioning skill before demonstrating to students.
Skill-bASeD AcTiviTy > lANe poSiTioNiNg
6. Make appropriate number of copies of Place the Bicyclist on the Road
worksheets.
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256
7. If using Cyclist’s Eye View video, preselect which scenes from the
video are appropriate to show to students depending on which
situations they are likely to encounter in their community. (optional)
8. If using real intersections to practice lane positioning, pre-determine a
route for students to ride that includes at least 2 left turns, 2 right
turns, a 2-way intersection and a 4-way intersection. (optional)
9. If using real intersections to practice lane positioning, try to secure
other adult riders to participate in the activity to maximize the safety
of students. (optional)
10. Distribute method of communication (i.e., two-way radios, cell
phones) to be used among all adults on the ride and with the main
office in case of emergency.
11. Ride the course the day before taking students on the course to
ensure rideability. (optional)
1. Introduce this activity using the following prompt:
Proper lane positioning is a very important element of safe riding. When
you are in the proper part of the lane you tend to be predictable to other
bicyclists and motor vehicles. Proper lane positioning also helps to set a
rider up for proceeding correctly through an intersection. While
determining proper lane positioning, bicyclists must also learn to
negotiate intersections safely by stopping, scanning for traffic, being seen
and signaling if necessary.
2. Use the three (3) different Place the Bicyclist on the Road worksheets
to help students visualize proper lane positioning.
3. Explain to students that there are three positions that a bicyclist can be
in while riding in a lane: left third, center third and right third. A bicyclist
should be in the right-most lane that goes in the direction of travel.
4. Instruct students to complete each of the Place the Bicyclist on the
Road worksheets following the directions on each worksheet. This can
be done individually, in small groups or as a large group.
5. Review the correct responses as a group.
6. Complete the Helmet Fit and ABC Quick Check (#7-13), if not already
completed, as part of the current day’s lesson; otherwise proceed to (#14.)
7. Divide students into groups of two or three.
8. Instruct students to fit helmets and have partner(s) check if the helmet
is fitted correctly.
9. Instruct students to retrieve bicycles according to number assigned.
10. Instruct one student to complete the ABC Quick Check while the
partner observes to ensure that the check was completed properly,
and to provide prompts if an item was missed. Switch roles.
11. Instruct pairs to proceed to the riding area to meet teacher after students
have successfully completed the helmet fit and ABC Quick Check.
12. Inspect helmets and instruct students to proceed on the riding course
for the ‘Check’ of the ABC Quick Check and when finished return to
the teaching station.
13. Explain and demonstrate skills to students on the lane positioning
course reinforcing the following points. Riders should:
• Ride in the right third of the lane for three minutes.
• Practice changing lane positioning in the straight riding course.
• Move from the right third to the middle third to the left third.
• Change lanes properly following three steps: Scan, Signal and Move.
• Complete these steps BEFORE crossing the dashed line into the
next third of the lane.
Skill-bASeD AcTiviTy > lANe poSiTioNiNg
directions
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257
14. Explain and demonstrate skills to students on the intersection course
reinforcing the following points. Riders should:
• Practice right-hand turns by turning from the right third of the lane
into the right third of the lane.
• Practice going straight from a shared-use lane by moving to the
middle of the lane, proceeding through the intersection and after
crossing the intersection, moving to the right third of the lane.
• Practice left-hand turns in a left-hand turn only lane by being in the
right third of the turn lane.
• Practice left-hand turns in a shared-use lane by turning from the
left third of the lane into the right third of the lane.
15. Allow students to practice different situations at intersections by
allowing them to ride continuously for 5-7 minutes.
16. Encourage students to vary their route by choosing to turn left, right
or go straight and yielding to other bicyclists at the intersections.
Skill-bASeD AcTiviTy > lANe poSiTioNiNg
17. If opting to have students practice using actual intersections, explain
the skills that students will complete on the ride reinforcing the
following points. Riders should:
• Practice right-hand turns by turning from the right third of the lane
into the right third of the lane.
• Practice going straight from a shared-use lane by moving to the
middle of the lane, proceeding through the intersection and after
crossing the intersection, moving to the right third of the lane.
• Practice left-hand turns in a left-hand turn only lane by being in the
right third of the turn lane.
• Practice left-hand turns in a shared-use lane by turning from the
left third of the lane into the right third of the lane.
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258
All vehicles must
follow right-of-way
rules to safely cross
intersections. rightof-way helps you
decide who goes
first at an
intersection.
• base rule: first to Stop = first to Go.
- The first vehicle at the intersection goes through the intersection first.
• if base rule doesn’t apply: farthest Right Goes first.
• when two vehicles get to the intersection at the same time, the vehicle on
the right goes first; it has the right-of-way.
• when in Doubt, bail Out. This trumps all rules.
- even if you have the right-of-way, if for any reason you feel uncomfortable
or that your safety is threatened, let the other traffic go ahead. your safety
always comes first.
• if neither the base rule nor furthest right rule apply: Straight traffic Goes first.
• when two vehicles are directly across from each other and one is turning left,
the one that is going straight goes first. For a designed copy of this handout, see:
www.nhtsa.gov/Driving+Safety/bicycles/rightofway
Assessment
1. Assess performance of lane positioning of each student using the
following rubric.
perFormANce rubric: lANe poSiTioNiNg
exceptional
reliable
inconsistent
Student reliably and
consistently obeys
traffic laws and uses
correct signals in all
traffic situations;
Student
demonstrates the
ability to obey traffic
laws, but may not use
it all the time;
Student always
positions herself in
the right 1/3 of the
lane, even after a
turn;
Student can use
correct signals in all
traffic situations, but
may not signal each
time;
Student may not
know or remember
all traffic laws, and
may not follow them
at all times, without
teacher prompts;
Student correctly
scans, signals, and
then moves when
changing lanes;
Student typically
positions herself in the
right 1/3 of the lane,
even after a turn;
Student reliably has
the correct
positioning for a
left-hand turn.
Student can
correctly scan,
signal, and then
move when changing
lane, but she may
forget a step;
Student does not yet
have the ability to
scan without
weaving, so
changing lanes is
very difficult;
Student does not
know and/or
remember the
majority of traffic
laws that are
important to
cycling;
Student is not able
to signal (not able
to ride with one
hand) and
therefore does
not signal;
Student does not
correctly position
herself in the lane
and cannot scan
over her shoulder.
Student does not
position herself in a
lane correctly.
Skill-bASeD AcTiviTy > lANe poSiTioNiNg
Student reliably
has the correct
positioning for a
left-hand turn.
Student may have
difficulty
remembering which
signal to use and/or
does not consistently
use a hand signal;
struggling/
survival
•
259
perFormANce rubric: SociAl beHAvior
2. Assess the performance of social behavior for each student using the following rubric.
exceptional
reliable
inconsistent
Student is respectful
toward classmates,
teacher, and
equipment;
Student is respectful
toward classmates,
teacher, and
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student may not
always be respectful
toward classmates,
teacher, and
equipment;
Student participates
fully, without teacher
prompting or
supervision;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Student is able to
work cooperatively
and productively
with classmates,
including during
peer assessments;
Participates in most
class activities at an
appropriate and
productive level;
Skill-bASeD AcTiviTy > lANe poSiTioNiNg
Student perseveres,
even through
difficult
skills/activities, and
maintains a positive
attitude;
•
260
Student is
committed to
learning;
Student is
committed to
engaging in cycling
in a safe manner, and
keeping all
classmates safe
during the cycling
unit.
Student is most often
able to work
cooperatively and
productively with
classmates,
including during peer
assessments;
Student is able to
work hard and not
get frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student may listen to
feedback from
teacher or peers, but
may not attempt
and/or have difficulty
applying it;
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student
demonstrates the
ability to work
cooperatively and
productively with
classmates, but may
need teacher
direction or
supervision;
Student participates
in most class
activities;
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
Student may
fluctuate between
riding safely and
unsafely at times.
struggling/
survival
Student may
struggle with being
respectful toward
classmates,
teacher, and
equipment and/or
show anger and/or
blame others for
cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride
safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
safety
1. Follow the 2-2-2-2 Rule (2 wheels on the ground; 2 feet on the pedals;
2 hands on the handlebars; 2 fingers on the brake levers) while riding
the bicycle.
2. Use the rear brake only to stop the bicycle, until the skill level
advances to be able to safely use the front brake.
3. Instruct students to ride the bicycles on the designated course.
4. Instruct students to keep at least three-bicycles-lengths between
each rider.
differentiating
instruction
Adapted and Beginner
• Students can walk through the skills before performing them on
a bicycle.
intermediate and Advanced
• Activities can be performed in a neighborhood close to the school to
simulate real-world experiences.
1. Provide a discreet opportunity and safe environment for students to
share information pertaining to their ability and comfort level for
riding a bicycle.
2. Always complete the Helmet Fit and ABC Quick Check at the
beginning of every class in which the students will be riding. The use
of peers/partners to practice, inspect, and correct each other will
make the most efficient use of class time and reinforce bicycle safety
skills. This should not replace teacher assessment.
3. Review the three-bicycles-length rule to promote safe riding. The
three-bicycles-length rule is a reminder of keeping a safe distance
between cyclists while riding single-file. To help maintain proper
spacing, have a marker on the course that allows students to see when
it is their turn to go. When the first rider gets to the marker, the next
student may start riding.
Skill-bASeD AcTiviTy > lANe poSiTioNiNg
Best practices
•
261
plAcE thE bIcyclISt
ON thE ROAD
Date
Background
The following activity refers to where the bicyclist should be within a lane
based on the desired action. This requires you to imagine in your mind a
single lane divided into three parts.
directions
1. Place the bicyclist in the proper part of the lane based on each of the
different situations: Use A for situation A, making a right turn at the
intersection; Use B for situation B, making a left turn at the intersection;
and Use C for situation C, going straight.
2. Place the associated letters where the bicyclist should be positioned
when: entering the intersection and exiting the intersection.
wORkShEEt
Student
Note: The arrows indicate the direction of travel.
A. making a right turn
B. making a left turn
workSHeeT > plAce THe bicycliST oN THe roAD
C. proceeding straight
•
263
plAcE thE bIcyclISt ON thE ROAD
ANSwER kEy
A. making a right turn
B. making a left turn
C. proceeding straight
C
B
workSHeeT > plAce THe bicycliST oN THe roAD
BCA
•
264
A
plAcE thE bIcyclISt
ON thE ROAD
Student
Place an A at the position a bicyclist would be if he/she was making a left
turn and there was a designated left turn lane?
wORkShEEt
directions
Date
workSHeeT > plAce THe bicycliST oN THe roAD
A. making a left turn
at the intersection
•
265
plAcE thE bIcyclISt ON
thE ROAD
ANSwER kEy
A. making a left turn
at the intersection
workSHeeT > plAce THe bicycliST oN THe roAD
A
•
266
A
plAcE thE bIcyclISt
ON thE ROAD
directions
Date
1. Place an A at the position a bicyclist would be if he/she were making a
right turn, and there was a designated right turn lane.
2. Place a B at the position a bicyclist would be if he/she were proceeding
straight, and there was a designated right turn lane.
wORkShEEt
Student
A. making a right turn
workSHeeT > plAce THe bicycliST oN THe roAD
B. proceeding straight
•
267
plAcE thE bIcyclISt ON
thE ROAD
ANSwER kEy
A. making a right turn
B. proceeding straight
B
workSHeeT > plAce THe bicycliST oN THe roAD
B
•
268
A
A
SkIll-bASED ActIvIty
timeframe
Adapted and Beginner: N/A
intermediate: 20-30 minutes
Advanced: 15-20 minutes
objectives
At the conclusion of this activity, the student will be able to:
1. Demonstrate exceptional or reliable bicycle etiquette associated with
group rides as measured by the bicycle etiquette
rubric. (Psychomotor)
2. Demonstrate exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
ActIvIty
Group Riding Etiquette
equipment
• Helmets
• Head barriers
• Bicycles
• Bicycle pump
• Allen wrench
• Red floor tape
• Cones, domes, polyspots or chalk to mark riding course
• Bike Safety: Tips for Youth handout
www.nhtsa.gov/staticfiles/nti/bicycles/pdf/8024a_YouthTips.pdf
• Communication & Cycling worksheet (optional)
• Pencils (optional)
teacher overview This activity teaches and/or strengthens bicycling etiquette that is
especially important when riding in a group setting. There are two
courses within this activity to reinforce cycling etiquette skills.
preparation
1. Designate a riding course that enables the teacher to see the students
at all times. This will enable students to ride throughout the class
period, even when they are not performing skills.
2. Set up a riding course, using cones, chalk or field paint, to indicate
where the student will perform the skill and the teacher will conduct
the assessment. This area should also serve as a teaching station in
which the skill will be demonstrated for the students and where
students will return when instructed.
Skill-bASeD AcTiviTy > group riDiNg eTiqueTTe
national standards Standard 1
Standard 2
Standard 3
Standard 4
•
269
3. Lay out the Who goes First? course based on the associated diagram.
diagram: Who goes First?
progress to single-file
Bikes ride side by side
Skill-bASeD AcTiviTy > group riDiNg eTiqueTTe
Note: riders ride
side by side and
must communicate
who goes first when
they encounter
the obstacle.
•
270
4. Layout the Squeeze Box course based on the associated diagram,
preferably in the middle of the riding course. Students will complete
the Squeeze Box course after completing Who Goes First? If space
allows, set up both courses at the same time; if space does not allow
for both courses to be set up at the same time, make sure all materials
for the Squeeze Box course are ready to go when the Who Goes First?
course is completed by all students.
diagram: squeeze Box Course
rider 1
rider 2
5. Practice the Who Goes First? and Squeeze Box courses before
demonstrating to students.
6. Make appropriate number of copies of Bike Safety: Tips for Youth
handout
7. Make appropriate number of copies of Communication & Cycling
worksheet (optional)
1. Introduce this activity using the following prompt:
We have talked a lot about the importance of having rules to follow when
riding and communicating with other riders. Today, we are going to
practice combining this information with the actual skills to continue to
make you a safer rider when you ride with a partner and in groups.
2. Use the following sample questions to prompt students’ thinking
about the content in this activity.
Q: you are riding with a group of other bicyclists in single-file and you
approach a stop sign. how would you signal to each bicyclist in the
line that you were slowing down and stopping?
A: Both nonverbal and verbal signals are necessary. You could call out
‘slowing’ and/or ‘stopping’ AND also use the stop hand signal.
Q: you are riding side by side with a friend and you needed to get into
single-file, because up ahead there wasn’t enough room to continue
to ride side by side. how would you determine who should go where?
A: Communicating who was going first and who was dropping behind.
Q: Considering everything we have learned to date, what skills and
behaviors might be important with regard to cycling etiquette?
A: Distribute and review Bike Safety: Tips for Youth handout.
http://www.nhtsa.gov/staticfiles/nti/bicycles/pdf/8024a_YouthTips.pdf
3. Complete the Helmet Fit and ABC Quick Check (#4-10) if they have
not been completed as part of the current day’s lesson; otherwise
proceed to (#11.)
4. Divide students into groups of two or three.
5. Instruct students to fit helmets and have partner(s) check if the helmet
is fitted correctly.
6. Instruct students to retrieve bicycles according to number assigned.
7. Instruct one student to complete the ABC Quick Check while the
partner observes to ensure that the check was completed properly,
and to provide prompts if an item was missed. Switch roles.
8. Instruct pairs to proceed to the riding area to meet teacher after students
have successfully completed the helmet fit and ABC Quick Check.
9. Inspect helmets and instruct students to proceed on the riding course
for the ‘Check’ of the ABC Quick Check and when finished return to
the teaching station.
Skill-bASeD AcTiviTy > group riDiNg eTiqueTTe
directions
•
271
10. Conduct the Who Goes First activity
• Explain and demonstrate skills to students on the Who Goes First?
course, reinforcing the following points. Riders should:
• Ride side by side until they encounter an obstacle.
• Communicate by saying, ‘You go first’ to indicate who goes first
and second around the obstacle.
• Make the decision about who goes first right when they encounter
the obstacle, instead of before, to make the activity more realistic.
• Ride back to the beginning on the outside of the station after
completing the course.
• Switch sides – whoever was riding on the left is now on the right
when they ride through the course a second time.
• Another option for this activity is for students to ride side by side.
When the teacher signals they must decide who goes first. This
option would not have an obstacle, but would encourage more
impromptu decision-making. The teacher could signal again to
have students return to side by side riding.
• Divide students in pairs or in a group of three if necessary.
• Instruct students that those who are not participating in the activity
can ride around the outside of the skill practice area to increase
fitness until it is their turn.
Skill-bASeD AcTiviTy > group riDiNg eTiqueTTe
11. Set up the Squeeze Box activity course if you have not already done
so, due to limited space.
•
272
12. Conduct the squeeze Box activity
• Instruct students to gather at the teaching station.
• Explain and demonstrate skills to students on the Who Goes First?
activity course, reinforcing the following points. Riders should:
• Start and end as a group.
• Stay within the boundaries of the activity course.
• Stay within the lines.
• Communicate with fellow riders to determine who will go ahead,
who will go right or left, who will ride behind and when to finish.
13. Divide students into groups of three or four. Group size can increase
to five or six with more advanced riders.
14. Start group at the starting line, shoulder to shoulder.
15. Instruct students to evaluate their performance using the
Communication & Cycling worksheet (optional).
Assessment
1. Assess performance of group riding etiquette of each student using
the following rubric.
perFormANce rubric: group riDiNg eTiqueTTe
reliable
inconsistent
Student consistently
verbally and
nonverbally
communicates his
intentions with other
riders;
Student verbally
and/or nonverbally
communicates his
intentions with other
riders, but may not
do both all the time;
Student knows when
to speed up or
slowdown in order to
maneuver safely, and
allow other riders to
maneuver safely;
Most of the time the
student is able to
determine when to
speed up or
slowdown in order to
maneuver safely, or
to allow other riders
to maneuver safely,
but is not completely
consistent and may
require prompting by
the teacher and/or
other students;
Student can
communicate his
intentions either
verbally or
nonverbally (typically
not both at the same
time), but this may
not be on a consistent
basis;
Student is
conscientious of
other riders’ safety
as well as his own.
Student is
conscientious of
other riders’ safety
as well as his own.
Student has difficulty
determining when to
speed up or
slowdown in order to
maneuver safely, or to
allow other riders to
maneuver safely, and
needs significant help
from teacher and/or
other students;
Student is too focused
on his own riding to
be conscientious of
other riders’ safety.
struggling/
survival
Student is unable
to participate in the
activity due to
unsafe riding
behavior:
Student is unable
to signal;
Student is unable
to gauge his own
speed and position,
relative to that of
others, to ride in
this activity in a
safe manner.
Skill-bASeD AcTiviTy > group riDiNg eTiqueTTe
exceptional
•
273
perFormANce rubric: SociAl beHAvior
Skill-bASeD AcTiviTy > group riDiNg eTiqueTTe
2. Assess the performance of social behavior for each student using the following rubric.
•
274
exceptional
reliable
inconsistent
Student is respectful
toward classmates,
teacher, and
equipment;
Student is respectful
toward classmates,
teacher, and
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student participates
fully, without teacher
prompting or
supervision;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Student may not
always be respectful
toward classmates,
teacher, and
equipment;
Student may listen to
feedback from
teacher or peers, but
may not attempt
and/or have difficulty
applying it;
Student is able to
work cooperatively
and productively
with classmates,
including during
peer assessments;
Participates in most
class activities at an
appropriate and
productive level;
Student perseveres,
even through
difficult
skills/activities, and
maintains a positive
attitude;
Student is
committed to
learning;
Student is
committed to
engaging in cycling
in a safe manner, and
keeping all
classmates safe
during the cycling
unit.
Student is most often
able to work
cooperatively and
productively with
classmates,
including during peer
assessments;
Student is able to
work hard and not
get frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student
demonstrates the
ability to work
cooperatively and
productively with
classmates, but may
need teacher
direction or
supervision;
Student participates
in most class
activities;
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
Student may
fluctuate between
riding safely and
unsafely at times.
struggling/
survival
Student may
struggle with being
respectful toward
classmates,
teacher, and
equipment and/or
show anger and/or
blame others for
cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride
safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
safety
1. Follow the 2-2-2-2 Rule (2 wheels on the ground; 2 feet on the pedals;
2 hands on the handlebars; 2 fingers on the brake levers) while riding
the bicycle.
2. Use the rear brake only to stop the bicycle, until the skill level
advances to be able to safely use the front brake.
3. Instruct students to ride the bicycles on the designated course.
4. Instruct students to keep at least three-bicycles-lengths between each
rider.
differentiating
instruction
Adapted and Beginner
• Not recommended
intermediate
• Fewer students can be in one group during the Squeeze Box activity
if necessary.
Advanced
• More students can be in one group during each activity.
•
1. Provide a discreet opportunity and safe environment for students to
share information pertaining to their ability and comfort level for
riding a bicycle.
2. Always complete the Helmet Fit and ABC Quick Check at the
beginning of every class in which the students will be riding. The use
of peers/partners to practice, inspect, and correct each other will
make the most efficient use of class time and reinforce bicycle safety
skills. This should not replace teacher assessment.
3. Review the three-bicycles-length rule to promote safe riding. The
three-bicycles-length rule is a reminder of keeping a safe distance
between cyclists while riding single-file. To help maintain proper
spacing, have a marker on the course that allows students to see when
it is their turn to go. When the first rider gets to the marker, the next
student may start riding.
Skill-bASeD AcTiviTy > group riDiNg eTiqueTTe
Best practices
Courses can be made slightly narrower or more lines added.
•
275
cOmmuNIcAtION &
cyclING wORkShEEt
directions: Assess yourself and your partner(s) on how well you communicated while cycling
in the Who Goes First and Squeeze Box activities. Place a check mark in the column that best
describes what happened in Who Goes First? and Squeeze Box.
Who goes First?
Every
time
Almost
Every
time
squeeze Box
Didn’t
happen
Every
time
I communicated with
my riding partner by
saying who goes first.
My group started
together.
I moved ahead or
behind when arriving
at the obstacle.
Everyone in my
group communicated
verbally.
My partner
communicated with me
by telling me who
would go first.
Everyone in my
group kept
themselves and
other riders safe.
My partner moved
ahead or behind when
arriving at the obstacle.
My group ended
together.
We were able to get
back to riding side by
side.
Almost
Every
time
Didn’t
happen
wORkShEEt
Date
workSHeeT > commuNicATioN & cycliNg
Student
•
277
SkIll-bASED ActIvIty
Beginner: N/A
intermediate and Advanced: 30 minutes
objectives
At the conclusion of this activity, the student will be able to:
1. Demonstrate exceptional or reliable bicycle etiquette associated with
bicycle paths/trails as measured by the bicycle paths/trails
rubric. (Psychomotor)
2. Demonstrate exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
national standards Standard 1
Standard 2
Standard 3
Standard 4
equipment
• Helmets
• Head barriers
• Bicycles
• Bicycle pump
• Allen wrench
• Cones, domes, polyspots or chalk to mark riding course
• Two-way radios or cell phones
• Bike Safety: Tips for Youth handout
www.nhtsa.gov/staticfiles/nti/bicycles/pdf/8024a_YouthTips.pdf
teacher overview This activity teaches and/or strengthens bicycling etiquette that is
especially important when riding on bicycle paths and/or trails. One of
the challenges with riding on bicycle paths and/or trails is that there are
no rules as there are when riding on roads. So it is especially important to
practice bicycling etiquette. This activity will be conducted on a bicycle
path or multi-use path. It is best to have additional adults accompany
students on the ride to ensure the safety of students. This activity is not
recommended for beginner or adapted riders.
preparation
1. Designate a riding course for the ABC Quick Check that enables the
teacher to see the students at all times.
2. Determine route that will be ridden.
3. Secure other adult riders to participate in the activity to better ensure
the safety of students.
4. Determine checkpoint locations at which all students will stop to
discuss portions of the ride.
Skill-bASeD AcTiviTy > bike pATH / TrAil group riDe
timeframe
ActIvIty
bike path / trail Group Ride
•
279
5. Distribute method of communication (i.e., two-way radios, cell
phones) to be used among all adults on the ride and with the main
office in case of emergency.
6. Ride the course the day before taking students on the course to ensure
rideability.
7. Make appropriate number of copies of Bike Safety: Tips for Youth
handout.
directions
Introduce this activity using the following prompt:
You will need to use all of the skills and information that you have learned
in previous units. One of the most important things that you will need to
remember is to communicate with other riders and people that you
encounter on the path.
2. Use the following sample questions to prompt students’ thinking about
the content in this activity.
Q: What kinds of things might you encounter when riding on a bicycle
path/trail?
A: Any of the following:
• People walking/ jogging
• Children
• Dogs
• Other bicyclists
Skill-bASeD AcTiviTy > bike pATH / TrAil group riDe
• Other responses may be accepted
•
280
Q: What are the positives of riding on a path?
A: Any of the following:
• No cars
• Varied terrain
• Other responses may be accepted
Q: What are the challenges?
A: Any of the following:
• Few rules if any
• People aren’t paying attention as much as on the road
• Other responses may be accepted
3. Complete the Helmet Fit and ABC Quick Check (#4-10), if not already
completed, as part of the current day’s lesson; otherwise proceed to
(#11.)
4. Divide students into groups of two or three.
5. Instruct students to fit helmets and have partner(s) check if the helmet
is fitted correctly.
6. Instruct students to retrieve bicycles according to number assigned.
7. Instruct one student to complete the ABC Quick Check while the
partner observes to ensure that the check was completed properly and
to provide prompts if an item was missed. Switch roles.
8. Instruct pairs to proceed to the riding area to meet teacher after
students have successfully completed the helmet fit and ABC Quick
Check.
10. Distribute the Bike Safety: Tips for Youth handout and discuss some
bicycling etiquette rules to follow when riding on a bicycle path/trail
reinforcing the following points. Riders should:
• Always stay to the right.
• Pass only on the left and move back to the right when it is safe.
• When stopped, move off the trail so others can pass.
• Only use a small portion of the trail if riding in a group, so others
may safely pass.
• Always stay on the trail and be respectful of private property.
• Clean up any litter/debris and Leave No Trace (for additional
information on Leave No Trace, see: www.lnt.org).
• Vocalize all signals or warnings, either by voice or bell/horn, giving
people time to act.
• Call out ‘On your left’ when passing.
• Always yield to other users who are slower.
• Always yield to riders / walkers / hikers coming uphill.
• Always be predictable and courteous.
• Use safe cycling skills, including constant scanning.
11. Pair students with a cycling partner with whom they will stay the
entire ride.
12. Divide students in teams of 4-6, with each team having a ride captain.
The ride captain is responsible for making sure all team members get
to each checkpoint safely.
13. Instruct students to practice the skill of signaling when passing (horn,
bell and ‘on your left’ verbal signal).
Skill-bASeD AcTiviTy > bike pATH / TrAil group riDe
9. Inspect helmets and instruct students to proceed on the riding course
for the ‘Check’ of the ABC Quick Check and when finished return to
the teaching station.
•
281
Assessment
1. Assess performance of bicycle path/trail group ride of each student
using the following rubric.
perFormANce rubric: bicycle pATH/TrAil group riDe
exceptional
reliable
inconsistent
Student
communicates
verbally and
nonverbally with
other riders and path
users on a consistent
basis;
Student
communicates
verbally and/or
nonverbally with
other riders and path
users, and does so
with little prompting
from teacher or other
riders;
Student
communicates either
verbally or
nonverbally (but not
both) with other
riders and/or path
users, but requires
prompting from
teacher and/or other
riders;
Student rides under
control at all times
and is conscientious
of others on the path;
Skill-bASeD AcTiviTy > bike pATH / TrAil group riDe
Student practices
good cycling
etiquette at all times,
which include most,
if not all, the
behaviors listed in
the Bike Safety: Tips
for Youth handout.
•
282
Student rides under
control nearly all the
time and is
conscientious of
others on the path;
Student practices
good cycling
etiquette most of the
ride without
prompting by
teacher, which
includes a large
majority of those
behaviors listed in
the Bike Safety: Tips
for Youth handout.
Student needs
reminders to ride
under control and to
be more aware of
others;
Student needs
almost constant
reminders from the
teacher and/or other
riders about cycling
etiquette;
Student exhibits
some of the
behaviors listed in
the Bike Safety: Tips
for Youth handout,
but not ones that
enable her to ride on
the road safely.
struggling/
survival
Student is unable
to participate in the
activity, due to
unsafe riding
behavior;
Student is not
aware of others;
Student is able to
comply with only a
few of the
behaviors listed in
the Bike Safety:
Tips for Youth
handout, but not to
the level needed to
ride on the road, or
possibly bike path.
perFormANce rubric: SociAl beHAvior
2. Assess the performance of social behavior for each student using the following rubric.
reliable
inconsistent
Student is respectful
toward classmates,
teacher, and
equipment;
Student is respectful
toward classmates,
teacher, and
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student may not
always be respectful
toward classmates,
teacher, and
equipment;
Student participates
fully, without teacher
prompting or
supervision;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Student is able to
work cooperatively
and productively
with classmates,
including during
peer assessments;
Participates in most
class activities at an
appropriate and
productive level;
Student perseveres,
even through
difficult
skills/activities, and
maintains a positive
attitude;
Student is
committed to
learning;
Student is
committed to
engaging in cycling
in a safe manner, and
keeping all
classmates safe
during the cycling
unit.
Student is most often
able to work
cooperatively and
productively with
classmates,
including during peer
assessments;
Student is able to
work hard and not
get frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student may listen to
feedback from
teacher or peers, but
may not attempt
and/or have difficulty
applying it;
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student
demonstrates the
ability to work
cooperatively and
productively with
classmates, but may
need teacher
direction or
supervision;
Student participates
in most class
activities;
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
Student may
fluctuate between
riding safely and
unsafely at times.
struggling/
survival
Student may
struggle with being
respectful toward
classmates,
teacher, and
equipment and/or
show anger and/or
blame others for
cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride
safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
Skill-bASeD AcTiviTy > bike pATH / TrAil group riDe
exceptional
•
283
safety
1. Follow the 2-2-2-2 Rule (2 wheels on the ground; 2 feet on the pedals;
2 hands on the handlebars; 2 fingers on the brake levers) while riding
the bicycle.
2. Use the rear brake only to stop the bicycle, until the skill level
advances to be able to safely use the front brake.
3. Instruct students to ride the bicycles on the designated course.
4. Instruct students to keep at least three-bicycles-lengths between
each rider.
differentiating
instruction
Adapted and Beginner
• Not recommended
intermediate
• Fewer students can be in one group during the Squeeze Box activity
if necessary.
Advanced
• More students can be in one group during each activity.
•
Skill-bASeD AcTiviTy > bike pATH / TrAil group riDe
Best practices
•
284
Courses can be made slightly narrower or more lines added.
1. Provide a discreet opportunity and safe environment for students to
share information pertaining to their ability and comfort level for
riding a bicycle.
2. Always complete the Helmet Fit and ABC Quick Check at the
beginning of every class in which the students will be riding. The use
of peers/partners to practice, inspect, and correct each other will
make the most efficient use of class time and reinforce bicycle safety
skills. This should not replace teacher assessment.
3. Review the three-bicycles-length rule to promote safe riding. The
three-bicycles-length rule is a reminder of keeping a safe distance
between cyclists while riding single-file. To help maintain proper
spacing, have a marker on the course that allows students to see when
it is their turn to go. When the first rider gets to the marker, the next
student may start riding.
clOSING ActIvIty
timeframe
Beginner: 15 minutes
intermediate: 10 minutes
Advanced: 10 minutes
objectives
At the conclusion of this activity, the student will be able to:
1. List and describe key concepts from Unit 5 that illustrate a clear
understanding of the need to know the rules of the road and bicycling
etiquette, as measured by providing responses to questions in journals.
(Cognitive)
2. Describe how they feel about their ability to ride safely on the road
and/or on a multi-use path and their level of enjoyment of bicycling, as
measured by providing responses to questions in journals. (Affective)
ActIvIty
Journal writing
national standards Standard 2
Standard 6
equipment
• Journals or portfolios for each student
• Pencils
• Rules of the Road Crossword Puzzle (optional)
preparation
1. Determine method for distributing, collecting and storing portfolios or
journals before beginning this activity.
2. Modify the questions to reflect the actual activities completed by
students.
3. Make appropriate number of copies of Rules of the Road Crossword
Puzzle (optional)
directions
1. Introduce this activity using the following prompt:
We have now completed Unit 5 – “Rules of the Road.” All of the skills
learned in this unit will help you be safer and more skilled bicyclists
when you are out riding – especially when riding on the roads or multiuse paths. Learning to safely manage intersections and maintain a
high level of cycling etiquette will keep you and others safe and make
it more enjoyable to ride.
2. Provide portfolios or journals for students to write in.
3. Choose a location where students can sit comfortably and complete
the journal writing activity in class.
cloSiNg AcTiviTy > jourNAl wriTiNg
teacher overview This activity prompts students to think about what they have learned
during the fifth unit by asking questions about rules of the road and
bicycling etiquette and providing written responses in journals.
•
285
4. Use the following sample questions to prompt students’ thinking about
the content presented in this unit.
Q: What are five rules of the road you learned in unit 5?
A: Any of the following:
• Obey traffic lights and signs when riding the bicycle on the road.
• Ride the bicycle facing traffic.
• When you hear a siren from an emergency vehicle, you must
pull over to the side of the road on the right and stop to allow the
emergency vehicle pass safely.
• Always use hand signals to indicate turning and stopping/slowing.
• The bicycle must have headlights and taillights when riding at night.
• Other responses may be accepted
Q: What are 3 rules for riding on trails, or multi-use paths you learned
in unit 5?
A: Any of the following:
• Always stay to the right.
• Pass only on the left and move back to the right when it is safe.
• When stopped, move off the trail so others can pass.
• Only use a small portion of the trail if riding in a group, so others
may safely pass.
• Always stay on the trail and be respectful of private property.
• Clean up any litter/debris and Leave No Trace (for additional
information on Leave No Trace, visit www.lnt.org).
• Vocalize all signals or warnings, either by voice or bell/horn, giving
people time to act.
• Call out ‘On your left’ when passing.
• Always yield to other users who are slower.
cloSiNg AcTiviTy > jourNAl wriTiNg
• Always yield to riders / walkers / hikers coming uphill.
•
286
• Always be predictable and courteous.
5. Use the Rules of the Road Crossword Puzzle provided as an optional
summative form of assessing student understanding. Simplify the
puzzle as needed for younger students. Older beginner students sould
be expected to complete a more difficult crossword puzzle if the
information was covered in class and/or students were provided
reading material.
Assessment
1. Be thoughtful about assessing journal writing, particularly when
asking open ended “opinion-type” questions. Not all students may
enjoy bicycling and should be allowed to voice their opinions. To
encourage honest answers, refrain from grading thoughts and
opinions. However, this should not be an excuse for not learning the
material.
2. Consider assessing writing skills and integrate literacy (spelling, use
of correct grammar and complete sentences, etc.) in journal writing.
Some teachers may want to specify length of answers for specific
questions (e.g., answer must be at least two sentences).
safety
None
differentiating
instruction
All levels
• Choose questions that are appropriate for the age and ability level
of students.
Some students may need to share their answers verbally with a
teacher if they have difficulty writing.
•
Some students may need the teacher or an aide to read the questions.
1. Complete this activity in classroom settings, health classes or science
classes if cross-curricular units are planned or to maximize riding
time in physical education class.
2. Assign the journal writing for Unit 5 as homework to maximize riding
time in physical education class.
cloSiNg AcTiviTy > jourNAl wriTiNg
Best practices
•
•
287
RulES Of thE ROAD
cROSSwORD puzzlE
Date
ACross
doWn
7.
1.
The portion of the lane in which a bicyclist should ride.
Bicyclists should ride ____ and not
against traffic.
9. What a bicyclist should do before signaling and moving
over to make a left-hand turn.
3. This should always be performed prior
to riding your bike.
10. Bicyclists need to follow a code of conduct or ____
when riding.
11. Bicyclists should be very ______ at all times, and
particularly at intersections.
4. When riding at night I need a _____
on my bike, so motorists can see me.
5. Always wear a proper fitting ____
when riding.
12. Just as on the roads, ride on the ____ side of a multi-use
path.
6. Bicyclists should ____, both verbally
and nonverbally, with other bicyclists
13. Always call out __ ___ ___ when passing someone on
and motorists when riding
your bike.
14. Bicyclists should avoid using their ______ _____ when 8. Being ____ helps other bicyclists and
motorists anticipate your next move.
riding in order to be safe.
15. When going straight through an intersection, move to the
___ of the lane and proceed through the intersection.
workSHeeT > ruleS oF THe roAD croSSworD puzzle
wORkShEEt
Student
•
289
RulES Of thE ROAD
cROSSwORD puzzlE
workSHeeT > ruleS oF THe roAD croSSworD puzzle
ANSwER kEy
•
290
Answers
down
1. with
3. ABC quick check
4. light
5. helmet
6. communicate
8. predictable
Across
7. third
9. scan
10. etiquette
11. attentive
12. right
13. On your left
14. cell phone
15. middle
clOSuRE ActIvIty
timeframe
Beginner: 15 minutes
intermediate: 15 minutes
Advanced: 15 minutes
objective
At the conclusion of the activity, the student will be able to:
1. Describe key concepts of bicycling etiquette, as measured by
completion of a bicycling etiquette poster. (Cognitive)
national standard Standard 2
equipment
• Poster board, art paper or butcher paper
• Markers
ActIvIty
bicycling Etiquette poster
preparation
Cut or use appropriate-sized paper for groups to create posters.
directions
1. Introduce this activity using the following prompt:
We have now completed Unit 5 – “Rules of the Road.” All of the skills
learned in this unit will help you be safer and more skilled bicyclists
when you are out riding – especially when riding on the roads or multiuse paths. Learning to safely manage intersections and maintain a
high level of cycling etiquette will keep you and others safe and make
it more enjoyable to ride.
2. Divide students into small groups.
3. Give each group a piece of paper, marker and list of questions to be
answered.
4. Ask each group to brainstorm responses to the questions and write
ideas on their paper.
cloSure AcTiviTy > bicycliNg eTiqueTTe poSTer
teacher overview This activity prompts students to think about what they have learned
during the fifth unit by asking questions about rules of the road and
bicycling etiquette and providing written responses in journals.
•
291
Q: name three rules of the road?
A: Any of the following:
• Obey traffic lights and signs when riding the bicycle on the road.
• Ride the bicycle facing traffic.
• When you hear a siren from an emergency vehicle, you must pull over to
the side of the road on the right and stop to allow the emergency vehicle
pass safely.
• Always use hand signals to indicate turning and stopping/slowing.
• The bicycle must have headlights and taillights when riding at night.
• Other responses may be accepted
Q: name 3 rules for riding on trails, or multi-use paths?
A: Any of the following:
• Always stay to the right.
• Pass only on the left and move back to the right when it is safe.
• When stopped, move off the trail so others can pass.
• Only use a small portion of the trail if riding in a group, so others may
safely pass.
• Always stay on the trail and be respectful of private property.
• Clean up any litter/debris and Leave No Trace (for additional information
on Leave No Trace, visit www.lnt.org).
• Vocalize all signals or warnings, either by voice or bell/horn, giving
people time to act.
• Call out ‘On your left’ when passing.
• Always yield to other users who are slower.
cloSure AcTiviTy > bicycliNg eTiqueTTe poSTer
• Always yield to riders / walkers / hikers coming uphill.
•
292
• Always be predictable and courteous.
5. Include pictures that depict each of the general rules.
6. Include information about safe places to ride in the local area including
local trail and/or multi-use paths.
7. Include information on safe routes to school.
8. Display posters around the gym.
Assessment
Completion of bicycling etiquette poster
safety
None
differentiating
instruction
All levels
• The responses will depend on the age and experience level of the students.
Best practices
1. Complete this activity when weather prevents riding outside.
2. Display posters around the gym during the bicycling unit to reinforce learning.
3. This activity could be expanded to an art project or a poster contest.
uNIt 6
bicycle maintenance
objecTiveS
At the conclusion of this unit the student will be able to:
1. Describe key concepts of bicycle maintenance, as measured by completion of the Bicycle
Maintenance worksheet. (Cognitive)
2. Demonstrate exceptional or reliable performance of the repair of a fallen chain as
measured by the Fallen Chain rubric. (Psychomotor)
3. Demonstrate exceptional or reliable performance when changing a flat tire, as measured
by the flat tire rubric. (Psychomotor)
5. Demonstrate exceptional or reliable social behavior as measured by the social behavior
rubric. (Affective)
6. List and describe key concepts from Unit 6 that illustrate a clear understanding of basic
bicycle maintenance, as measured by providing responses to questions in journals. (Cognitive)
NATioNAl STANDArDS For k-12 pHySicAl eDucATioN
standard 1
The physically literate individual demonstrates competency in a variety of motor skills and
movement patterns..
standard 2
The physically literate individual applies knowledge of concepts, principles, strategies and
tactics related to movement and performance.
standard 3
The physically literate individual demonstrates the knowledge and skills to achieve and
maintain a health-enhancing level of physical activity and fitness.
standard 4
The physically literate individual exhibits responsible personal and social behavior that
respects self and others.
SecTioN 3 • uNiT 6 > bicycle mAiNTeNANce
4. Demonstrate exceptional or reliable performance when adjusting brakes, as measured by
the brake adjustment rubric. (Psychomotor)
•
293
standard 5
The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.
key vocAbulAry
rim tape: A piece of rubber, cloth or plastic tape that protects the tube from puncture,
especially from sharp objects such as spoke nipples.
tire Bead: The hard edge on the actual tire that fits into the rim of the wheel.
AcTiviTieS
Each unit should include three types of activities: introduction, skill-based with assessments
and cool-down/closure. In some cases, more than one activity option is offered for the
introduction and closure; choose the appropriate activities that fit into your allotted class
time when developing your lesson plans. If class time it too short to allow for all three types
of activities, focus your lesson on the skill-based activities.
introduction: The following activity can be used to introduce this unit of learning.
• Walk & Share
skill-Based with Assessments: Each skill-based activity is associated with an assessment to
measure student knowledge and application of the identified skill. Depending on the amount
of class time available and the skill level of students, more than one of the following skillbased activities may be completed during one class.
• Fallen Chain Repair
• Fixing A Flat Tire
• Brake Adjustment (intermediate and advanced only)
SecTioN 3 • uNiT 6 > bicycle mAiNTeNANce
Closure: The following activity can be used to conclude this unit of learning. If desired, this
activity can be assigned as homework.
•
294
• Journal Writing
equipmeNT NeeDeD
• Bicycles
• Bicycle tire levers
• Bicycle air pump(s) with pressure gauge
• Bicycle tire tubes
• Bicycle work stand (optional)
• Screwdriver
• Pencils
• Bicycle Maintenance worksheet
• Fixing A Flat Tire worksheet
croSS-curriculAr AcTiviTieS
language Arts
• Journal writing
INtRODuctION ActIvIty
Beginner: 5-7 minutes
intermediate: 5-7 minutes
Advanced: 5-7 minutes
objective
At the conclusion of this activity the student will be able to:
1. Describe key concepts of bicycle maintenance, as measured by
completion of the Bicycle Maintenance worksheet. (Cognitive)
national standards Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
equipment
• Bicycle Maintenance worksheet
• Pencils
teacher overview This activity prompts students to begin thinking about how bicycle
maintenance relates to bicycle safety. Walking while discussing the
questions will initiate peer discussion about bicycle maintenance and keep
students moving.
preparation
1. Make appropriate number of copies of the Bicycle Maintenance worksheet
directions
1. Introduce this activity using the following prompt:
Today, we are going to begin to talk about how keeping your bicycle in
good working condition is important to being safe.
2. Divide students into groups of two or three.
3. Ask students to walk the perimeter of the gym while answering the questions
on the Bicycle Maintenance worksheet. Instruct students they may need to
stop to write a quick answer, but should continue moving as much as
possible or have them write the answers when the walking is completed.
4. Instruct students to stop when the whistle blows and be prepared to
share something they discussed with their partner(s).
Assessment
1. Successful completion of the Bicycle Maintenance worksheet
safety
1. Do not let students run or walk too quickly if carrying pencils.
differentiating
instruction
intermediate and Advanced
• Set up lanes that students need to travel in.
• Include stop signs and intersections.
Best practices
1. Complete this activity when weather prevents riding outside.
iNTroDucTioN AcTiviTy > wAlk & SHAre / bicycle mAiNTeNANce
timeframe
ActIvIty
walk & Share / bicycle
maintenance
•
295
bIcyclE mAINtENANcE
wORkShEEt
Date
directions: Answer the questions below with your partner.
1. What are the most common parts that break on your bicycle?
wORkShEEt
Student
2. What should you do if something on your bicycle breaks?
workSHeeT > bicycle mAiNTeNANce
3. What can happen if you ride a bicycle that is mechanically unsound?
•
297
bIcyclE mAINtENANcE
wORkShEEt
ANSwER kEy
1. What are the most common parts that break on your bicycle?
tires
Chain
Brakes
other responses will be accepted
2. What should you do if something on your bicycle breaks?
stop riding and repair the bicycle.
if you check your bicycle before each ride using the ABC Quick Check, this may
help identify items that should be repaired before you begin riding.
3. What can happen if you ride a bicycle that is mechanically unsound?
you could be injured
you could injure someone else
workSHeeT > bicycle mAiNTeNANce
you could damage your bicycle further
•
298
SkIll-bASED ActIvIty
timeframe
Beginner: 20-25 minutes
intermediate: 15 minutes
Advanced: 10 minutes
objectives
At the conclusion of this activity the student will be able to:
1. Demonstrate exceptional or reliable performance of the repair of a
fallen chain as measured by the Fallen Chain rubric. (Psychomotor)
2. Demonstrates exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
national standards Standard 1
Standard 2
Standard 4
equipment
ActIvIty
fallen chain Repair
• Bicycles
• Screwdriver
teacher overview This activity teaches students how to repair a fallen bicycle chain. There
are two versions to repairing a bicycle chain.
preparation
1. Using the screwdriver, lift the chain off of the front chainring toward
the bicycle frame.
3. Set up bicycles with the chains off the front chain rings prior to class.
direction
1. Teacher should have gloves and rags handy.
2. Introduce this activity using the following prompt:
At some point when you are riding a bicycle the chain might fall off of
your bicycle. This most often happens on the front chainrings.
Because the chain is the part of the bicycle that provides power, a
fallen chain will prevent the bicycle from working. Today, we will be
learning two different methods to repair a fallen chain.
2. Use the following sample questions to prompt student’s thinking about
the content in this activity.
Q: have you ever had your chain fall off your bicycle?
A: Responses of yes and no will vary with each class
Skill-bASeD AcTiviTy > FAlleN cHAiN repAir
2. Practice both methods of correcting a fallen bicycle chain.
•
299
Q: What did you do?
A: Any of the following are acceptable:
• Used my hands to put the chain back on
• Tried but couldn’t put the chain back on
• Had someone else fix the chain
• Other responses may be accepted
3. Instruct students to gather around the demonstration bicycle.
4. Explain and demonstrate the steps to method one to students using a
demonstration bicycle with a fallen chain reinforcing the following
points. Riders should:
• Push the bottom portion of the rear derailleur forward to give the
chain slack.
• Put the chain back on whichever gear it has fallen off.
• Release the bottom portion of the rear derailleur to let chain tighten.
• Hand pump the pedal to let chain slip into gear while lifting the rear
tire off the ground.
5. Instruct students to find their bicycle and put the chain on using
method one.
Skill-bASeD AcTiviTy > FAlleN cHAiN repAir
6. Instruct students to gather around the demonstration bicycle.
•
300
7. Explain and demonstrate the steps to method two to students using a
demonstration bicycle with a fallen chain reinforcing the following
points. Riders should:
• Determine if the chain has fallen off toward the frame or the
crank/pedal.
• Shift to the gear furthest away from the where the chain has fallen.
(i.e., if the chain has fallen toward the bicycle frame, shift to the
largest chainring).
• Lift the rear tire off the ground and pedal the bicycle. This will allow
the derailleur to do its job by picking up the chain and putting it on
the appropriate gear.
squeeze derailleur to loosen chain
Assessment
1. Assess the performance of repairing the fallen bicycle chain using the
following rubric.
perFormANce rubric: repAiriNg A FAlleN bicycle cHAiN
exceptional
reliable
inconsistent
Student can
correctly fix a fallen
chain using both
methods, without
assistance from a
teacher or aide;
Student can
correctly fix a fallen
chain using one
method, without
assistance from a
teacher or aide, but
requires assistance
from a teacher or
aide to use the other
method;
Student needs help
from a teacher or
aide to use either
method for fixing a
fallen chain;
As a result, the bike
can be ridden safely.
Student does
understand the
process, but is
unable to work
through it on his
own;
Student is unable
to fix a fallen chain
using either
method, even with
help from a
teacher/aide;
Student does not
seem to
understand the
process at all.
The bike could not
be ridden without
help from a
teacher/aide.
Skill-bASeD AcTiviTy > FAlleN cHAiN repAir
As a result, the bike
can be ridden safely.
struggling/
survival
•
301
perFormANce rubric: SociAl beHAvior
2. Assess the social behavior of the student during the activity using the following rubric.
exceptional
reliable
inconsistent
Student is respectful
toward classmates,
teacher, and
equipment;
Student is respectful
toward classmates,
teacher, and
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student may not
always be respectful
toward classmates,
teacher, and
equipment;
Student participates
fully, without teacher
prompting or
supervision;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Student is able to
work cooperatively
and productively
with classmates,
including during
peer assessments;
Participates in most
class activities at an
appropriate and
productive level;
Skill-bASeD AcTiviTy > FAlleN cHAiN repAir
Student perseveres,
even through
difficult
skills/activities, and
maintains a positive
attitude;
•
302
Student is
committed to
learning;
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student is most
often able to work
cooperatively and
productively with
classmates,
including during peer
assessments;
Student is able to
work hard and not
get frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in cycling
in a safe manner, and
keeping all classmates
safe during the
cycling unit.
Student may listen to
feedback from teacher
or peers, but may not
attempt and/or have
difficulty applying it;
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student demonstrates
the ability to work
cooperatively and
productively with
classmates, but may
need teacher direction
or supervision;
Student participates
in most class
activities;
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
struggling/
survival
Student may
struggle with being
respectful toward
classmates,
teacher, and
equipment and/or
show anger and/or
blame others for
cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride
safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
Student may
fluctuate between
riding safely and
unsafely at times.
safety
Inspect all chains to ensure they are properly adjusted at the end of this
lesson before allowing students to ride bicycles.
differentiating
instruction
Adapted and Beginners
• Use an aide or a peer to help with this activity, as needed.
Best practice
Teach all bicycle maintenance lessons to intermediate, advanced and
beginning riders of a higher cognitive level.
SkIll-bASED ActIvIty
timeframe
Beginner: 45-60 minutes
intermediate: 40-50 minutes
Advanced: 30-40 minutes
objectives
At the conclusion of this activity the student will be able to:
1. Demonstrate exceptional or reliable performance when changing a flat
tire, as measured by the flat tire rubric. (Psychomotor)
2. Demonstrates exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
national standards Standard 1
Standard 2
Standard 4
equipment
ActIvIty
fixing a flat tire
• Bicycles
• Bicycle tire levers
• Bicycle air pump(s) with pressure gauge
• Bicycle tire tubes
• Fixing A Flat Tire worksheet
• Pencils
• Bicycle work stand (optional)
teacher overview This activity teaches students how to fix a flat tire on the front wheel.
1. Determine if students will work in small groups of 2-3 or individually.
2. Select the appropriate number of bicycles.
3. Provide a set of bicycle levers, a bicycle tube and bicycle pump for
each bicycle.
4. Practice changing a flat tire before demonstrating to students.
5. Make an appropriate number of copies of the Fixing a Flat Tire
worksheet.
directions
1. Introduce this activity using the following prompt:
It is important to have the appropriate amount of air in the tires to ride
safely and efficiently. Flat tires can happen just about anywhere so it is
important to know how to fix a flat tire. Today, we are going to
practice the necessary steps to fixing a flat tire on the front wheel.
Skill-bASeD AcTiviTy > FixiNg A FlAT Tire
preparation
•
303
2. Use the following sample questions to prompt students’ thinking about
the content in this activity.
Q: What are some things that cause flat tires?
A: Any of the following are acceptable:
• Glass
• Nails
• Pothole
• Tire inflation too low
• Other responses may be accepted
Q: have you ever had a flat tire, either on your bike or car?
A: Responses will vary with each class
Q: how was the tire repaired?
A: Any of the following are acceptable:
• Patched the tube
• Replaced the tube
3. Instruct students to gather around the demonstration bicycle.
4. Explain and demonstrate the steps to remove the wheel from the
bicycle reinforcing the following points. Riders should:
Skill-bASeD AcTiviTy > FixiNg A FlAT Tire
• Turn the bike upside down, resting on the handlebars and saddle.
(Optional: A bicycle stand can be used instead of turning the bicycle
upside down.)
• Release the front brake quick release (refer to the Brake Adjustment
activity on page #313).
• Remove wheel from fork.
•
304
The correct way to use the wheel quick release is to swing the lever from the
closed position to the open position. Then use the knob to loosen the quick release.
5. Explain and demonstrate the steps to remove the tube from the tire
reinforcing the following points. Riders should:
• Deflate the tire.
Note the difference between
Schrader and presta valves. presta
valves only allow air to be expelled
after unscrewing and pushing
down gently on the top of the
unscrewed valve. use the hooked
end of a tire lever to deflate a tube
with a Schrader valve.
• loosen the tire from the rim by squeezing along the entire
circumference of the tire.
• insert the flat side of the tire lever between the rim and
tire, underneath the tire bead.
• move the bead to the outside of the rim by leveraging the
tire lever against the rim of the wheel. once the bead is
outside of the rim, slide the tire lever all the way around
the rim to completely remove one side of the bead.
changing a bicycle tire
New tires may be very stiff and require the use of two tire levers. Attach the hooked end to a
spoke to hold the tire lever in place, keeping the tire bead on the outside of the rim. Using a
second tire lever, insert the flat side of the tire lever under the rim of the tire, slide
underneath the tire bead, moving around the rim to completely remove one side of the bead.
• Only remove one side of the tire off the rim. Do not take the whole tire off the rim.
• Pull the tube out of the tire by grabbing onto the valve stem and gently
guiding the tube from the tire.
• Lay the tube on the outside of the tire to check for any object that may
have caused the flat. It can be difficult to find small holes; inflating and
then spraying the tube with water can expose the hole. If the hole is
small, a patch kit can be used instead of using a new tube.
• Inspect the tire for damage and debris (sharp objects). Run fingers
around the inside of the tire to check and remove debris that may
have caused the flat (you may use plastic gloves or a rag to check for
sharp debris). Pull out any sharp object (glass, thorn, nail, screw). It
may be necessary to complete this step by first taking the entire tire
off the wheel, instead of leaving one side on the wheel.
• Look for any larger holes in the tire, in which the tube may bulge
through. If there are large holes or slits in the tire, the tire should be
replaced.
• Inspect the rim tape to make sure it is covering all of the spoke
nipples. If the rim tape and/or spoke nipple is damaged, see a
professional bicycle mechanic.
7. Explain and demonstrate the steps to install a new tube in the tire and
inflate reinforcing the following points. Riders should:
• Inflate the new tube slightly, prior to putting tube in tire.
• Put the valve stem in the wheel (take care that it is in fully and
correctly); then put the rest of the tube in the tire.
• Work the tire bead back behind the lip of the rim, so the tire is
perpendicular to the rim.
• Use the flat end of the tire lever to help insert the bead, being careful
not to pinch the tube between the tire and the rim. Again it may be
necessary to use two tire levers, as it was to take the tire off the rim.
• Inspect the tire bead and tube all the way around one side of the tire,
beginning at the valve stem. The tire bead should be seated correctly
on the rim and the tube should not be pinched by the bead. Then
inspect the other side. A pinched tube will result in another flat.
• Inflate tire to the air pressure indicated on the tire wall.
Skill-bASeD AcTiviTy > FixiNg A FlAT Tire
6. Explain and demonstrate the steps to inspect the tube, tire and rim
tape to identify where the hole is on the tube reinforcing the following
points. Riders should:
•
305
8. Explain and demonstrate the steps to reinstall the wheel on the bicycle
reinforcing the following points. Riders should:
• Replace the wheel onto the bicycle fork.
• Ensure the wheel is rotating in the correct direction, if the tire is
directional, when attaching the wheel to the bicycle.
• Make sure the quick release is on the left side of the bicycle (opposite
the derailleurs) and that the wheel is evenly spaced between the forks.
• Close the quick release by changing the lever’s position from fully open
to fully closed.
• When the lever is pointing straight out (sideways or perpendicular) from
the wheel there should be some resistance. If no resistance is felt at this
point, tighten the clamping force (which is the knob opposite the quick
release lever). If there is resistance before this point, loosen the clamping
force.
• Spin the wheel to ensure that the tire is positioned correctly and does
not rub on the brakes. Close the brakes. If the wheel rubs on the brakes,
make minor adjustments to the wheel quick release and possibly the
brakes until the wheel no longer rubs. (refer to the Brake Adjustment
activity on page #313)
• Ensure that the wheel is tight in the fork prior to riding, or there will be
an increased risk of the wheel falling off during a ride.
9. Divide students into pairs to practice changing a flat tire using the Fixing
a Flat Tire worksheet.
Assessment
1. Assess the performance of repairing a flat tire using the following rubric.
Skill-bASeD AcTiviTy > FixiNg A FlAT Tire
perFormANce rubric: repAiriNg A FlAT Tire
•
306
exceptional
reliable
inconsistent
Student is able to fix
a flat tire without
assistance from a
teacher/aide;
Student is able to
work through nearly
each step for fixing a
flat tire, without
assistance from a
teacher/aide;
Student needs help
from a teacher or
aide to fix a flat tire;
Student knows the
steps and works
through them
correctly and
efficiently;
As a result, the bike
can be ridden safely.
Student may require
help, but it is
minimal, and can fix
a flat tire with help
from a worksheet;
Student knows the
steps and works
through the majority
of the steps correctly
and efficiently;
As a result, the bike
can be ridden safely
Student does
understand the
process and may be
able to complete a
few steps on her own,
but needs a
significant amount of
help;
The bike could not
be ridden without
help from a
teacher/aide.
struggling/
survival
Student is unable
to fix a flat tire,
even with help from
a teacher/aide;
Student does not
seem to
understand the
process at all.
perFormANce rubric: SociAl beHAvior
2. Assess the social behavior of the student during the activity using the following rubric.
reliable
inconsistent
Student is respectful
toward classmates,
teacher, &
equipment;
Student is respectful
toward classmates,
teacher, &
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student may not
always be respectful
toward classmates,
teacher, &
equipment;
Student participates
fully, without teacher
prompting or
supervision;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Student is able to
work cooperatively
and productively
with classmates,
including during
peer assessments;
Participates in most
class activities at an
appropriate and
productive level;
Student perseveres,
even through
difficult
skills/activities, and
maintains a positive
attitude;
Student is
committed to
learning;
Student is
committed to
engaging in cycling
in a safe manner, and
keeping all
classmates safe
during the cycling
unit.
Student is most often
able to work
cooperatively and
productively with
classmates,
including during peer
assessments;
Student is able to
work hard and not
get frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student may listen to
feedback from
teacher or peers, but
may not attempt
and/or have difficulty
applying it;
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student
demonstrates the
ability to work
cooperatively and
productively with
classmates, but may
need teacher
direction or
supervision;
Student participates
in most class
activities;
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
Student may
fluctuate between
riding safely and
unsafely at times.
struggling/
survival
Student may
struggle with being
respectful toward
classmates,
teacher, &
equipment and/or
show anger and/or
blame others for
cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride
safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
Skill-bASeD AcTiviTy > FixiNg A FlAT Tire
exceptional
•
307
Skill-bASeD AcTiviTy > FixiNg A FlAT Tire
•
308
safety
Inspect all tires to ensure they are properly attached at the end of this
lesson before allowing students to ride bicycles.
differentiating
instruction
Adapted and Beginner
• An aide or a peer can help with this activity.
• This may be performed by students who are older and at a higher
cognitive level, even though they may be beginning riders.
Best practice
Teach all bicycle maintenance lessons to intermediate, advanced and
beginning riders of a higher cognitive level.
fIxING A bIcyclE flAt tIRE
wORkShEEt
Date
directions: Partner will observe the student completing each activity necessary to repair a flat
tire. Insert a “ ✓” if it is completed correctly. Insert a (—) if it is completed incorrectly. Students
should continue to repeat the activity until each segment of the task is completed correctly.
Activity
Attempt
#1
Attempt
#2
Attempt
#3
turn the bicycle upside down and release the front
brake quick release:
wORkShEEt
Student
• Using one hand, squeeze the brake arms together to
loosen the tension on the brake cable.
• Using the other hand, grab the brake cable noodle and
pull the brake cable out of the bracket.
release the front wheel quick release:
• The correct way to use the wheel quick release is to
swing the lever from the closed position to the open
position.
deflate (if not already deflated) the tire using the
bicycle tire levers:
• Remove the valve cap.
• (Schrader) Using the hooked end of the tire lever let the
air out by pressing down on valve.
• (Presta) Unscrew the top; push down on top to deflate.
• Completely deflate the tire.
Continued >
workSHeeT > FixiNg A bicycle FlAT Tire
• Then use the knob to loosen the clamping force. The
wheel can now be removed from the fork.
•
309
Activity
remove the tire and tube with the bicycle tire levers:
• Make sure the tire is totally deflated.
• Squeeze all around the tire to loosen it from the rim.
• Starting on the side of the tire opposite the valve, insert
the flat side of the tire lever between the rim and tire underneath the bead of the tire - moving the bead to the
outside of the rim.
• Slide the tire lever underneath the tire bead the rest of
the way around the rim; to completely remove one side
of the bead.
• New tires may be very stiff and require the use of two tire
levers. Once the flat side of the tire lever is inserted under
the rim of the tire, attach the hooked end to a spoke to
hold the tire lever in place, keeping the tire bead on the
outside of the rim. Use a second tire lever to slide
underneath the tire bead the rest of the way around the
rim; to completely remove one side of the bead.
• Do not take the whole tire off the rim. Only remove one
side, unless a closer inspection is necessary.
• Gently pull the tube out of the tire by grabbing onto the
valve stem.
inspect the tire for damage and debris (sharp objects):
• Remove the tube, slightly inflate and find the hole.
workSHeeT > FixiNg A bicycle FlAT Tire
• Note where the hole is on the tube and lay the tube on
the outside of the tire, to check for any object that may
have caused the flat.
•
310
• Run fingers around the inside of the tire to check and
remove debris that caused the flat (you may use plastic
gloves or a rag to check for sharp debris). Remove debris.
• Inspect the rim tape to make sure it is covering all of the
spoke nipples. If rim tape and/or spoke nipple are damaged,
see a professional bike mechanic.
install a new tube in the tire:
• Slightly inflate the new tube.
• Begin by putting the valve stem in the wheel (take care
that it is in fully and correctly). Then put the rest of the
tube in the tire.
• Work the tire bead back behind the lip of the rim, so that
the tire is perpendicular to the rim.
• Use the flat end of the tire lever to help insert the bead,
being careful not to pinch the tube between the tire and
the rim. Again it may be necessary to use two tire levers.
Attempt
#1
Attempt
#2
Attempt
#3
Activity
Attempt #1
Attempt #2
Attempt #3
inflate the tire to the air pressure indicated on
the tire wall
reinstall the wheel on the bicycle:
• When attaching the wheel to the bicycle, make
sure the wheel is rotating in the correct
direction if the tire is directional.
• Replace the wheel onto the bicycle fork. Make
sure the quick release is on the left side of the
bicycle (opposite the derailleurs) and that the
wheel is evenly spaced between the forks.
Close the wheel quick release:
• To close the quick release, swing the lever from
full open to full closed.
• When the lever is pointing straight out
(sideways or perpendicular) from the wheel
there should be some resistance.
• If no resistance is felt at this point, tighten the
clamping force (which is the knob opposite the
quick release lever.)
• Spin the wheel to ensure that the tire is
positioned correctly and does not rub on the
brakes. Close the brakes. If the wheel rubs on
the brakes, make minor adjustments to the
wheel quick release and possibly the brakes
until the wheel no longer rubs.
Close the brake quick release:
• Using one hand, squeeze the brake arms
together.
• Using the other hand, grab the brake cable
noodle and place the brake cable in the groove
of the bracket.
• Spin the wheel to ensure that the tire is
positioned correctly and does not rub
on the brakes.
• If the wheel rubs on the brakes, adjust the wheel
and/or brake alignment.
workSHeeT > FixiNg A bicycle FlAT Tire
• If there is resistance before this point, loosen
the clamping force. Ensure that the wheel is
tight in the fork prior to riding, or there will
be an increased risk of the wheel falling off
during a ride.
•
311
SkIll-bASED ActIvIty
timeframe
Beginner: N/A
intermediate: 40 minutes
Advanced: 30 minutes
objectives
At the conclusion of this activity the student will be able to:
1. Demonstrate exceptional or reliable performance when adjusting
brakes, as measured by the brake adjustment rubric. (Psychomotor)
2. Demonstrates exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
national standards Standard 1
Standard 2
Standard 4
equipment
ActIvIty
brake Adjustment
• Bicycles
• Screwdriver
teacher overview This activity teaches students how to make minor brake adjustments
when identified during the ABC Quick Check. Ensuring that brakes are
working is an important part of bicycle maintenance. This activity is not
recommended for beginner or
adapted riders.
1. Determine if students will work in small groups of 2-3 or individually.
2. Select the appropriate number of bicycles.
3. Practice disengaging the brakes using the brake quick release and
adjusting brakes before demonstrating to students.
directions
1. Introduce this activity using the following prompt:
In Unit 2, we talked about the importance of being able to appropriately
use brakes to stop a bicycle. This requires that brakes are working
properly. The ABC Quick Check is a good way in which to check on a
regular basis if a bicycle’s brakes are in good working condition. Today,
we are going to learn how to make minor adjustments to a bicycle’s
brakes.
2. Use the following sample questions to prompt students’ thinking about
the content in this activity.
Q: how do you stop your bicycle?
A: Bicycle brakes
Skill-bASeD AcTiviTy > brAke ADjuSTmeNT
preparation
•
313
Q: how do bicycle brakes work?
A: If a bicycle has coaster brakes, the rider will stop the bicycle by pedaling
backward. If the bicycle has rim or disc brakes, the rider will stop the
bicycle by squeezing the brake levers on the handlebar. For rim brakes,
this causes brake pads to close on the wheel’s rim to stop the wheel from
turning. For disc brakes, this causes pads to close on a disc that is
attached to the wheel hub.
disc Brakes
rim Brakes
3. Instruct students to gather around the demonstration bicycle.
Skill-bASeD AcTiviTy > brAke ADjuSTmeNT
bmx bikes. bmx
bicycles may have
coaster brakes and
also a rim or disc
brake on the rear
wheel.
•
314
4. Remind students that if the brake lever comes less than about ¾ inch to the
handlebar (Cue: knuckle to knuckle) when squeezed, the brake cable is
too loose and needs to be tightened. If the brake lever doesn’t move much
when squeezed, the brake cable is too tight and needs to be loosened.
5. Explain and demonstrate the steps to disengage the front brake using the
brake quick release reinforcing the following points. Riders should:
• Use one hand to squeeze the brake arms together to loosen the tension
on the brake cable.
• Grab the brake cable noodle and pull the brake cable out of the bracket,
using the other hand.
6. Explain and demonstrate the steps to tighten and loosen the front brake
reinforcing the following points. Riders should:
• Loosen the lock nut from the barrel; screw the barrel away from the
brake housing, toward the headset; and then tighten the lock nut to
tighten the brake cable.
• Test the front brake lever to see the resulting changes.
• Loosen the lock nut from the barrel; screw the barrel toward the brake
housing, away from the head set; tighten the lock nut.
• Test the front brake lever to see the resulting changes.
7. Explain and demonstrate the steps for further adjustment of rim brakes if
the brake pads continue to touch the rim of the bicycle wheel, when the
brakes are not engaged, after minor adjustments to the brake cables
reinforcing the following points. Riders should:
• Make adjustments to the brake arms. This adjustment will take practice
to get it right.
• Use a screwdriver to turn the screws on the brake arm, near the brake
pad in small increments.
• Continuously apply brakes and watch brake tension change as the
screw is adjusted.
• Turn the screw clockwise to put more tension on the spring on the
side that is being tightened and to move the brake pad on opposite
side closer to the rim.
• Turn the screw counterclockwise to put less tension on the spring on
the side that is being tightened and move the brake pad on the
opposite side away from the rim.
• Test to ensure all parts move freely. Both arms should move freely
and brake pads should not touch rim as the wheel turns. If more
tension is needed, the tension springs, located behind each brake
arm, may be moved out of their retaining slots and bent by hand to
increase tension.
8. Explain and demonstrate the steps to re-engage the front brake
reinforcing the following points. Riders should:
• Use one hand to squeeze the brake arms together
• Use the other hand to grab the brake cable noodle and place the
brake cable in the groove of the bracket.
Assessment
1. Assess the performance of adjusting the brakes using the following
rubric.
exceptional
reliable
inconsistent
struggling/
survival
Student is able to
make adjustments to
the brakes so that
the bike can be
ridden safely;
Student is able to
make adjustments to
the brakes so that the
bike can be ridden
safely, but may
require a little help
from a teacher/aide
or worksheet;
Student needs help
from a teacher or
aide while working
on brake
adjustments;
Student is unable
to make brake
adjustments, even
with help from a
teacher/aide;
Student does
understand the
process and may be
able to complete a
few steps on his own,
but needs a
significant amount of
help otherwise;
Student does not
seem to
understand the
process at all.
Student is able to
disengage and reengage rim brakes,
and make minor
adjustments to brake
cables, so that the
bike is safe to ride;
Student can easily
differentiate
between types of
brakes.
Student is able to
disengage and reengage rim brakes,
and make minor
adjustments to brake
cables so that the
bike is safe to ride;
Student can easily
differentiate between
types of brakes.
The bike could not
be safely ridden
without help from a
teacher/aide.
Skill-bASeD AcTiviTy > brAke ADjuSTmeNT
perFormANce rubric: ADjuSTiNg brAkeS
•
315
perFormANce rubric: SociAl beHAvior
2. Assess the social behavior of the student during the activity using the following rubric.
exceptional
reliable
inconsistent
Student is respectful
toward classmates,
teacher, and
equipment;
Student is respectful
toward classmates,
teacher, and
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in a
courteous manner;
Student may not
always be respectful
toward classmates,
teacher, and
equipment;
Student participates
fully, without teacher
prompting or
supervision;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Student is able to
work cooperatively
and productively with
classmates, including
during peer
assessments;
Participates in most
class activities at an
appropriate and
productive level;
Student perseveres,
even through difficult
skills/activities, and
maintains a positive
attitude;
Skill-bASeD AcTiviTy > brAke ADjuSTmeNT
Student is committed
to learning;
•
316
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student is most
often able to work
cooperatively and
productively with
classmates, including
during
peer assessments;
Student is able to
work hard and not get
frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in cycling
in a safe manner, and
keeping all classmates
safe during the cycling
unit.
Student may listen to
feedback from teacher
or peers, but may not
attempt and/or have
difficulty applying it;
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student demonstrates
the ability to work
cooperatively and
productively with
classmates, but
may need teacher
direction or
supervision;
Student participates
in most class
activities;
struggling/
survival
Student may
struggle with being
respectful toward
classmates, teacher,
and equipment
and/or show anger
and/or blame others
for cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
Student may
fluctuate between
riding safely and
unsafely at times.
safety
Inspect all brakes to ensure they are properly adjusted and re-engaged at the
end of this lesson before allowing students to ride bicycles.
differentiating
instruction
Adapted and Beginner
• May be performed by students who are older and at a higher cognitive
level, even though they may be beginning riders.
Best practice
A trained, professional bicycle mechanic should work on major bicycle repairs.
clOSING ActIvIty
time Fame
Beginner: 15 minutes
intermediate: 10 minutes
Advanced: 10 minutes
objective
At the conclusion of this activity the student will be able to:
1. List and describe key concepts from Unit 6 that illustrate a clear
understanding of basic bicycle maintenance, as measured by
providing responses to questions in journals. (Cognitive)
national standards Standard 2
Standard 5
equipment
ActIvIty
Journal writing
• Journals or portfolios for each student
• Pencils
teacher overview This activity prompts students to think about what they have learned
during the sixth unit by asking questions about bicycle maintenance and
providing written responses in journals.
preparation
1. Determine method for distributing, collecting and storing portfolios or
journals before beginning this activity.
2. Modify the questions to reflect the actual activities completed by
students.
1. Introduce this activity using the following prompt:
We have now completed Unit 6 – “Bicycle Maintenance.” All of the
skills learned in this unit will help you to ensure your bicycle is in good
working condition.
2. Provide portfolios or journals for students to write in.
3. Choose a location where students can sit comfortably and complete
the journal writing activity in class.
4. Use the following sample questions to prompt students’ thinking about
the content presented in this unit.
cloSure AcTiviTy > jourNAl wriTiNg
directions
•
317
Q: describe the 2 methods for fixing a fallen chain.
A: Method one:
• With your hand, push the bottom portion of the rear derailleur forward to
give the chain slack and put chain back on whichever gear it has fallen off.
• Release the bottom portion of the rear derailleur to let chain tighten.
• Hand pump pedal to let chain slip into gear.
Method two:
• Determine if the chain has fallen off toward the frame or the crank/pedal.
• Shift to the gear furthest away from where the chain has fallen.
• Pedal the bike and allow the derailleur to do its job by picking up the chain
and putting it on the appropriate gear.
Q: Which method of fixing a fallen chain did you prefer and why?
A: Responses will vary.
Q: describe how to adjust the brakes if the cable is too loose.
A: Disengage the brake using the brake quick release:
• Using one hand, squeeze the brake arms together to loosen the tension on
the brake cable.
• Using the other hand, grab the brake cable noodle and pull the brake cable
out of the bracket.
Adjust the brake:
• Loosen the lock nut from the barrel.
• Screw the barrel away from the brake housing, toward the headset.
• Tighten the lock nut.
Q: put the following steps to change a flat tire in the correct order:
__ inspect the tire for damage and debris.
__ Close the wheel quick release.
__ install new tube.
cloSure AcTiviTy > jourNAl wriTiNg
__ install the wheel on the bicycle.
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318
__ deflate the tire using the bicycle tire levers.
__ remove one side of the tire from the rim using the bicycle tire levers
and remove the tube from the tire.
__ release the front brake quick release and turn the bicycle upside down.
__ inflate the tire to the recommended air pressure.
__ release the front wheel quick release and remove the wheel from the fork.
__ Close the brake quick release.
A:
1. Release the front brake quick release and turn the bicycle upside down.
2. Release the front wheel quick release and remove the wheel from the fork.
3. Deflate the tire using the bicycle tire levers.
4. Remove one side of the tire from the rim using the bicycle tire levers
and remove the tube from the tire.
5. Inspect the tire for damage and debris.
6. Install new tube.
7. Inflate the tire to the recommended air pressure.
8. Install the wheel on the bicycle.
9. Close the wheel quick release.
10. Close the brake quick release.
Assessment
1. Be thoughtful about assessing journal writing, particularly when
asking open ended “opinion-type” questions. Not all students may
enjoy bicycling and should be allowed to voice their opinions. To
encourage honest answers, refrain from grading thoughts and
opinions. However, this should not be an excuse for not learning the
material.
2. Consider assessing writing skills and integrate literacy (spelling, use
of correct grammar and complete sentences, etc.) in journal writing.
Some teachers may want to specify length of answers for specific
questions (e.g., answer must be at least two sentences).
safety
None
differentiating
instruction
All levels
• Choose questions that are appropriate for the age and ability level
of students.
• Some students may need to share their answers verbally with a
teacher if they have difficulty writing.
• Some students may need the teacher or an aide to read the questions.
Best practices
1. Complete this activity in classroom settings, health classes or science
classes if cross-curricular units are planned or to maximize riding
time in physical education class.
cloSure AcTiviTy > jourNAl wriTiNg
2. Assign the journal writing for Unit 6 as homework to maximize riding
time in physical education class.
•
319
cyclING cuRRIculum
ESSENtIAl kNOwlEDGE pRE-tESt
Date
Classroom Teacher
File color
#
directions: Please answer the following questions to the best of your ability.
1.
Prior to riding your bike you should do an
check what?
, which is a way to
2. Describe how you would go about checking each item in the answer to question 1.
wORkShEEt
Student
4. Describe how to correctly fit the seat height of your bike, and the rule about seat tube.
5. Explain why each of the following basic bicycle handling skills is so important to riding safely.
a. Balance
b. Controlled braking
c. Straight-line riding
d. Ready Position. Explain the body position for this skill.
e. Scanning. Explain how scanning is done safely.
f. Signaling. Explain the correct signal for a right and a left hand turn, and slowing/stopping.
workSHeeT > eSSeNTiAl kNowleDge pre- & poST-TeST
3. Describe how you know your helmet is fitted correctly.
•
321
6. The Rock Dodge is an advanced cycling skill that is useful to all cyclists. Why is the Rock
Dodge so useful and how is it performed?
7.
A bicycle is a vehicle when it is on the road.
8. I should obey traffic lights when riding my bicycle on the road.
True False
9. I should ride my bicycle facing traffic.
True False
10. I can keep riding my bicycle when I hear a siren from an emergency vehicle.
True False
11. I should always signal with my hand when making a turn or stopping,
while riding my bicycle.
True False
12. I only need to look straight ahead when riding my bicycle.
True False
13. I should always ride as fast as I can when I am riding my bicycle on the road.
True False
14. I should have a light on my bicycle if I am riding at night.
True False
workSHeeT > eSSeNTiAl kNowleDge pre- & poST-TeST
15. List and explain at least five behaviors of cyclists who use bike paths or trails.
•
322
True False
cyclING cuRRIculum
ESSENtIAl kNOwlEDGE pRE-tESt
ANSwER kEy
Date
Classroom Teacher
File color
1.
Prior to riding your bike you should do an
check what?
ABC Quick Check; this checks if your bike is safe to ride.
#
, which is a way to
2. Please explain how you would go about checking each item in the answer to question 1.
A = Air: Check air pressure by pressing down with heel of hand on each tire. tires should
be ‘hard as a rock.’
wORkShEEt
Student
B = Brakes: Check both front and rear brakes by moving bike forward and using each
brake separately. the brake should stop the bike. the rule of knuckle to knuckle applies
here; there should be at least knuckle to knuckle space as the brake lever is pressed.
C = Chain/Crankset: make sure the chain is in good working condition, is on a chainring
and cog, and the crankset is tight.
Check: go for a quick ride to check all moving parts, including comfort.
3. Please explain how you know your helmet is fitted correctly.
the helmet: is sitting level on the head;
is snug on the head (no more than 2 fingers between eyebrows and helmet);
does not rock n roll, sideways or front/back;
straps form a V on either side of the ears;
there are no more than 2 fingers between the helmet strap and chin.
4. Please explain how to correctly fit the seat height of your bike, and the rule about seat tube.
have the rider sit on the seat with one foot at 12 o’clock and the other at 6 o’clock. the
knee of the leg at the 6 o’clock position should have a slight bend; it should not be straight.
if there is too much knee bend, raise the saddle. the rule about the seat tube is that there
should be at least 3" of seat tube in the seat post.
5. Please explain why each of the following basic bicycle handling skills is so important to
riding safely.
a. Balance:
one must have good balance to ride on two wheels and ride slowly through obstacles.
b. Controlled braking:
A cyclist must know which brake controls which wheel and know how to stop under
control, so as not to lose control or go flying over the handlebars.
ANSwer key > eSSeNTiAl kNowleDge pre- & poST-TeST
Quick = Quick releases: All quick releases (seat and wheels) should be tight and in the
closed position.
•
323
c.
Straight-line riding:
Cyclists must ride in a predictable manner, and a straight line is predictable in
most cases. And, if riding in a group, a cyclist must be able to safely maintain
position and a straight line for the other riders.
d. Ready Position. Please explain the body position for this position.
this position is helpful when going over obstacles, such as: railroad tracks, a rock
or branch.
the position is seat off the bike, center of gravity over back tire, feet at 3 and 9
o’clock.
e.
Scanning: Please explain how scanning is done safely.
scanning helps a rider know what is happening around, and particularly behind
them, such as oncoming cars/trucks. to safely scan a rider must be able to look
over their shoulder and actually see what’s coming from behind, and do so without
swerving.
f.
Signaling: Please explain the correct signal for a right and a left hand turn, and
slowing/stopping.
signaling communicates your intentions to other cyclists and motorists.
right-hand turn: signal with left arm/hand, with arm out to side (parallel to
ground), elbow bent with hand up.
left-hand turn: signal with left arm/hand straight out to side
ANSwer key > eSSeNTiAl kNowleDge pre- & poST-TeST
slowing/stopping: signal with left arm/hand, with arm out to side, elbow bent with
hand pointing down and palm open.
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324
6. The Rock Dodge is an advanced cycling skill that is useful to all cyclists. Why is the Rock
Dodge so useful and how is it performed?
the rock dodge helps riders avoid obstacles they might ride over with their front tire.
the rock dodge also allows the rider to avoid an obstacle within a small space, such as
on the side of a road. to perform the rock dodge do the following:
• Just before the cyclist gets to the obstacle, turn handlebars quickly so the wheel
goes around the obstacle;
• steer the bicycle to the other direction quickly;
• this maneuver should not result in a large, sweeping turn;
• perform this skill without leaning your body;
• only the handlebar and front tire should turn.
7.
A bicycle is a vehicle when it is on the road.
true
8. I should obey traffic lights when riding my bicycle on the road.
true
9. I should ride my bicycle facing traffic.
False
10. I can keep riding my bicycle when I hear a siren from an emergency vehicle.
False
11. I should always signal with my hand when making a turn or stopping,
while riding my bicycle.
true
12. I only need to look straight ahead when riding my bicycle.
False
13. I should always ride as fast as I can when I am riding my bicycle on the road.
False
14. I should have a light on my bicycle if I am riding at night.
true
15. List and explain at least five behaviors of cyclists who use bike paths or trails.
1.
Always stay to the right.
2. pass only on the left and move back to the right when it is safe.
3. When stopped, move off the trail so others can pass.
4. only use a small portion of the trail if riding in a group, so others may safely pass.
5. Always stay on the trail and be respectful of private property.
6. Clean up any litter/debris and leave no trace (for additional information on lnt,
visit www.lnt.org; this would be wonderful material to add to this and other
activities/lessons).
7.
Vocalize all signals or warnings, either by voice (call out ‘on your left’ when
passing) or bell/horn, giving people time to act.
8. When riding at night, use a light.
9. Always yield to other users who are slower.
10. if you are riding downhill, always yield to riders/walkers/hikers coming uphill.
11. Always be predictable and courteous.
12. small children and pets can be unpredictable.
ANSwer key > eSSeNTiAl kNowleDge pre- & poST-TeST
13. use your safe cycling skills, including constant scanning.
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325
cyclING cuRRIculum
ESSENtIAl kNOwlEDGE pOSt-tESt
Student
Date
Classroom Teacher
File color
#
1.
Prior to riding your bike you should do an
a. Quick ride
b. Balance test
c. EFG Quick Check
d. ABC Quick Check
e. None of the above
to check your bike for safety reasons.
wORkShEEt
directions: Please answer the following questions to the best of your ability.
3. To check the brakes you do which of the following?
a. Ride downhill really fast and then check brakes.
b. Don’t check the brakes at all, just hope they work.
c. Check each brake independently by walking the bike forward and then pulling on one
brake lever. The brake should make the bike stop moving.
d. Check each brake, but do so together by walking the bike forward and then putting on
both brake levers.
e. None of the above.
4. You know a helmet is fitted correctly when:
a. It sits level on your head.
b. The straps form a V on both sides of the ears.
c. The helmet is snug and doesn’t rock and roll in any direction.
d. There are no more than 2 fingers between the chin strap and chin.
e. All of the above are correct.
5. You know a bike is fitted correctly when:
a. The rider’s knee just has a slight bend when in the 6 o’clock position.
b. The rider rocks side to side when pedaling.
c. The seat itself is either positioned nose up or nose down, instead of level.
d. A and B are both correct.
e. None of the above.
workSHeeT > eSSeNTiAl kNowleDge pre- & poST TeST
2. What does ABC Quick Check stand for?
a. Air, Brakes, Chain/Crankset, Quick release levers, Check over in a quick ride
b. Air, Back tire, Chain, Quick releases levers, Check over in a quick ride
c. Altitude, Brakes, Cogs, Quick ride, Check it all over
d. Air, Back cogs, Crankset, Quick release levers, Chain
e. None of the above
•
327
The following questions will require you to fill in the blank. Use the following words:
Balance
Straight line
Controlled braking
Ready Position
Scanning
Left turn
Right turn
Slowing/Stopping
Rock Dodge
3 o’clock
6. A
7.
9 o’clock
signal looks like this: left arm extended out, elbow bent, hand up.
An important safety skill is
, in which the rider is able to look back over their
shoulder to see who/what is coming up behind them.
8.
helps cyclists ride on two wheels is much more difficult to maintain when riding
slowly.
9. A cyclist is a more predictable rider to motorists and other cyclists when they can ride
in a
.
10. It is important to use
when coming to a stop, so that you don’t send
your bike into a skid or aren’t sent flying over the handlebars.
11. A
signal looks like this: left arm extended out, elbow bent, hand down.
12. When using a
, you just turn the front wheel enough to avoid the
obstacle; then turn quickly back the other direction.
13. The
helps cyclists ride over bumps and train tracks more safely
because their seat is off the saddle and their feet are at
and
position.
14. A
signal looks like this: left arm extended straight out to the left.
workSHeeT > eSSeNTiAl kNowleDge pre- & poST TeST
The following are True/False questions. Please circle the correct answer.
•
328
15. A bicycle is a vehicle when it is on the road.
True False
16. I should obey traffic lights when riding my bicycle on the road.
True False
17. I should ride my bicycle facing traffic.
True False
18. I can keep riding my bicycle when I hear a siren from an emergency vehicle.
True False
19. I should always signal with my hand when making a turn or stopping,
while riding my bicycle.
True False
True False
20. I only need to look straight ahead when riding my bicycle.
True False
21vI should always ride as fast as I can when I am riding my bicycle on the road. True False
22. I should have a light on my bicycle if I am riding at night.
True False
23. Always stay to the left when riding on a bike path or trail.
True False
24. Pass only on the left and move back to the right when it is safe.
True False
25. When stopped, move off the path so others may pass safely.
True False
26. There is no need to vocalize signals or warnings, either by voice
(call out ‘On your left’ when passing) or bell/horn when riding on a path/trail.
True False
27. Always yield to other users who are slower.
True False
28. If you are riding downhill, always yield to riders/walkers/hikers coming uphill. True False
29. It is not necessary to use your safe cycling skills, including scanning, when
riding on a bike path or trail.
True False
30. Always stay on the trail and be respectful of private property.
True False
cyclING cuRRIculum
ESSENtIAl kNOwlEDGE pOSt-tESt
multIplE chOIcE/fIll IN thE blANk/tRuE-fAlSE
Date
Classroom Teacher
File color
#
directions: Please answer the following questions to the best of your ability.
1.
Prior to riding your bike you should do an
a. Quick ride
b. Balance test
c. EFG Quick Check
d. ABC Quick Check
e. None of the above
to check your bike for safety reasons.
2. What does ABC Quick Check stand for in ABC Quick Check?
a. Air, Brakes, Chain/Crankset, Quick release levers, Check over in a quick ride
b. Air, Back tire, Chain, Quick releases levers, Check over in a quick ride
c. Altitude, Brakes, Cogs, Quick ride, Check it all over
d. Air, Back cogs, Crankset, Quick release levers, Chain
e. None of the above
3. To check the brakes you do which of the following?
a. Ride downhill really fast and then check brakes.
b. Don’t check the brakes at all, just hope they work.
c. Check each brake independently by walking the bike forward and then pulling on one
brake lever. the brake should make the bike stop moving.
d. Check each brake, but do so together by walking the bike forward and then putting on
both brake levers.
e. None of the above.
4. You know a helmet is fitted correctly when:
a. It sits level on your head.
b. The straps form a V on both sides of the ears.
c. The helmet is snug and doesn’t rock and roll in any direction.
d. There are no more than 2 fingers between the chin strap and chin.
e. All of the above are correct.
5. You know a bike is fitted correctly when:
a. the rider’s knee just has a slight bend when in the 6 o’clock position.
b. The rider rocks side to side when pedaling.
c. The seat itself is either positioned nose up or nose down, instead of level.
d. A and B are both correct.
e. None of the above.
wORkShEEt
Student
ANSwer key > eSSeNTiAl kNowleDge pre- & poST TeST
ANSwER kEy
•
329
The following questions will require you to fill in the blank. Use the following words:
Balance
Straight line
Controlled braking
Ready Position
Scanning
Left turn
Right turn
Slowing/Stopping
Rock Dodge
3 o’clock
9 o’clock
6. A right turn signal looks like this: left arm extended out, elbow bent, hand up.
7.
An important safety skill is scanning, in which the rider is able to look back over their
shoulder to see who/what is coming up behind them.
8. Balance helps cyclists ride on two wheels, and is much more difficult to maintain when
riding slowly.
9. A cyclist is a more predictable rider to motorists and other cyclists when they can ride in
a straight line.
10. It is important to use Controlled Braking when coming to a stop so that you don’t send
your bike into a skid, or aren’t sent flying over the handlebars.
11. A slowing/stopping signal looks like this: left arm extended out, elbow bent, hand down.
12. When using a rock dodge, you just turn the front wheel enough to avoid the obstacle;
then turn quickly back the other direction.
13. The ready position helps cyclists ride over bumps and train tracks more safely because
their seat is off the saddle and their feet are at 3 o’clock and 9 o’clock position.
14. A left turn signal looks like this: left arm extended straight out to the left.
ANSwer key > eSSeNTiAl kNowleDge pre- & poST TeST
The following are True/False questions. Please circle the correct answer.
•
330
15. A bicycle is a vehicle when it is on the road.
true
16. I should obey traffic lights when riding my bicycle on the road.
true
17. I should ride my bicycle facing traffic.
False
18. I can keep riding my bicycle when I hear a siren from an emergency vehicle.
False
19. I should always signal with my hand when making a turn or stopping,
while riding my bicycle.
true
20. I only need to look straight ahead when riding my bicycle.
False
21. I should always ride as fast as I can when I am riding my bicycle on the road.
False
22. I should have a light on my bicycle if I am riding at night.
true
23. Always stay to the left when riding on a bike path or trail.
False
24. Pass only on the left and move back to the right when it is safe.
true
25. When stopped, move off the path so others may pass safely.
true
26. There is no need to vocalize signals or warnings, either by voice
(call out ‘On your left’ when passing) or bell/horn when riding on a path/trail.
False
27. Always yield to other users who are slower.
true
28. If you are riding downhill, always yield to riders/walkers/hikers coming uphill.
true
29. It is not necessary to use your safe cycling skills, including scanning, when
riding on a bike path or trail.
False
30. Always stay on the trail and be respectful of private property.
true
uNIt 7
Riding for fitness
objecTiveS
At the conclusion of this unit, the student will be able to:
1. Describe the need to develop the ability to ride for a sustained period of time, as measured
by completion of the Sustained Riding worksheet. (Cognitive)
2. Demonstrate exceptional or reliable performance of riding in the identified heart rate
zones as measured by the heart rate zone rubric. (Psychomotor).
3. Demonstrate exceptional or reliable performance of a preferred cadence using a
cyclometer of as measured by the cyclometer and cadence rubric. (Psychomotor).
4. Demonstrate exceptional or reliable social behavior as measured by the social behavior
rubric. (Affective)
6. Describe how they feel about their ability to ride safely and their level of enjoyment of
bicycling, as measured by providing responses to questions in journals. (Affective)
The skill-based activities in Units 1-3 create the foundation for safe bicycling.
Regardless of students' skill level or previous bicycling knowledge, the skill-based
activities in Units 1-3 should be completed before completing the activities in Unit 7.
SecTioN 3 • uNiT 7 > riDiNg For FiTNeSS
5. List and describe key concepts from Unit 7 that illustrate elements of riding for fitness, as
measured by providing responses to questions in journals. (Cognitive)
•
331
NATioNAl STANDArDS For k-12 pHySicAl eDucATioN
standard 1
The physically literate individual demonstrates competency in a variety of motor skills and
movement patterns.
standard 2
The physically literate individual applies knowledge of concepts, principles, strategies and tactics
related to movement and performance.
standard 3
The physically literate individual demonstrates the knowledge and skills to achieve and maintain a
health-enhancing level of physical activity and fitness.
standard 4
The physically literate individual exhibits responsible personal and social behavior that respects self
and others.
standard 5
The physically literate individual recognizes the value of physical activity for health, enjoyment,
challenge, self-expression and/or social interaction.
key vocAbulAry
Cyclometer: A monitoring device that measures speed, distance, time and cadence while riding a bicycle.
exercise intensity: The amount of energy that is expended when exercising.
heart rate: The number of heartbeats per unit of time typically expressed as beats per minute (bpm).
Heart rates can vary as the body’s need to absorb oxygen and excrete carbon dioxide changes, such
as during exercise. Bicyclists monitor their heart rate to gain maximum efficiency from training.
heart rate monitor: A monitoring device that measures intensity of heartbeats. Heart rate monitors
usually comprise two elements: a chest strap transmitter and a wrist receiver. Strapless heart rate
monitors allow the bicyclist to touch two sensors on a wristwatch display for a few seconds to view
their heart rate.
SecTioN 3 • uNiT 7 > riDiNg For FiTNeSS
rate of perceived exertion (rpe): A concept describing the use of physical or perceived energy.
Measures strenuous effort related to physical activity, such as bicycling.
•
332
sustained riding: Bicycling at an intensity that allows the body’s need for oxygen to be continually met.
AcTiviTieS
Each unit should include three types of activities: introduction, skill-based with assessments and
cool-down/closure. In some cases, more than one activity option is offered for the introduction and
closure; choose the appropriate activities that fit into your allotted class time when developing your
lesson plans. If class time it too short to allow for all three types of activities, focus your lesson on
the skill-based activities.
introduction: The following activity can be used to introduce this unit of learning.
• Walk & Share
skill-Based with Assessments: Each skill-based activity is associated with an assessment to
measure student knowledge and application of the identified skill. Depending on the amount
of class time available and the skill level of students, more than one of the following skillbased activities may be completed during one class.
• Target Heart Rate
• Cyclometers and Cadence
Closure: The following activity can be used to conclude this unit of learning. If desired, this
activity can be assigned as homework.
• Journal Writing
equipmeNT NeeDeD
• Bicycles
• Helmets
• Head barriers
• Cones, domes, polyspots or chalk to mark riding course
• Heart rate monitors
• Cyclometers
• Bicycle trainers
• Stopwatches
• Sustained Riding worksheet
• Target Heart Rate worksheet
• Pencils
• Student Journals
croSS-curriculAr AcTiviTieS
• Journal writing
mathematics
• use of heart rate monitors, pedometers or cyclometers
SecTioN 3 • uNiT 7 > riDiNg For FiTNeSS
language Arts
•
333
INtRODuctION ActIvIty
timeframe
Beginner: 5-7 minutes
intermediate: 5-7 minutes
Advanced: 5-7 minutes
objective
By the conclusion of this activity, the student will be able to:
1. Describe the need to develop the ability to ride for a sustained period of
time, as measured by completion of the Sustained Riding worksheet.
(Cognitive)
national standards Standard 2
Standard 4
• Sustained Riding worksheet
• Pencils
teacher overview This activity prompts students to begin thinking about how sustained riding
relates to bicycle safety. Walking while discussing the questions will initiate
peer discussion about bicycle maintenance and keep students moving.
preparation
Make appropriate number of copies of the Sustained Riding worksheet.
directions
1. Introduce this activity using the following prompt:
Today, we are going to begin to talk about how being able to ride a bicycle
for a sustained period of time can enhance your enjoyment and safety
when riding.
2. Divide students into groups of two or three.
3. Ask students to walk the perimeter of the gym while answering the
questions on the Sustained Riding worksheet. Instruct students they may
need to stop to write a quick answer, but should continue moving as much
as possible or have them write the answers when the walking is completed.
4. Instruct students to stop when the whistle blows and be prepared to
share something they discussed with their partner(s).
Assessment
Successful completion of the Sustained Riding worksheet
safety
Do not let students run or walk too quickly if carrying pencils.
differentiating
instruction
intermediate and Advanced
• Set up lanes that students need to travel in. Include stop signs and
intersections.
Best practice
Complete this activity when weather prevents riding outside.
iNTroDucTioN AcTiviTy > wAlk & SHAre / SuSTAiNeD riDiNg
equipment
ActIvIty
walk & Share /
Sustained Riding
•
335
SuStAINED RIDING wORkShEEt
Date
directions: Answer the questions below.
1. When might you want or need to ride your bicycle for a sustained period of time?
wORkShEEt
Student
2. What does it take to ride for a longer period of time?
4. How does bicycling relate to ‘lifetime physical activity’?
workSHeeT > SuSTAiNeD riDiNg
3. How might it feel to ride your bicycle over a longer distance?
•
337
SuStAINED RIDING wORkShEEt
ANSwER kEy
1. When might you want or need to ride your bicycle for a sustained period of time?
you may want or need to ride your bicycle for a sustained period of time if you are
‘training’ for a triathlon or a long bicycle riding event, riding a bicycle for transportation,
riding a bicycle for running errands. you may accept other answers, too.
2. What does it take to ride for a longer period of time?
to ride a bicycle for a long period of time you need muscular strength and endurance and a
strong cardiovascular system. you may accept other answers, too.
3. How might it feel to ride your bicycle over a longer distance?
it might feel tiring, exhilarating, fun and rewarding to ride your bicycle over a longer
distance. you may accept other answers, too.
4. How does bicycling relate to ‘lifetime physical activity’?
workSHeeT > SuSTAiNeD riDiNg
Bicycling is a great lifetime physical activity that people of all ages and skill levels can
participate in successfully that will improve heart health and it’s Fun! you may accept
other answers, too.
•
338
SkIll-bASED ActIvIty
timeframe
Beginner: N/A
intermediate: 30-45 minutes
Advanced: 30-45 minutes
objectives
At the conclusion of this activity the student will be able to:
1. Demonstrate exceptional or reliable performance of riding in the
identified heart rate zones as measured by the heart rate zone rubric.
(Psychomotor).
2. Demonstrates exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
ActIvIty
target heart Rate
equipment
• Helmets
• Head barriers
• Bicycles
• Bicycle pump
• Cones, domes, polyspots or chalk to mark riding course
• Stopwatch
• Heart rate monitors
• Target Heart Rate worksheet
• Pencils
teacher overview This activity introduces the concept of exercise intensity as measured by
the heart rate. Students will determine target heart rate zones of various
intensities and then using heart rate monitors, attempt to ride within
those target zones for a period of time. This activity is not recommended
for beginner or adapted riders.
preparation
1. Designate a riding course that enables the teacher to see the students
at all times while they are riding for an extended period of time.
2. Clean and prepare heart rate monitors for use.
3. Make appropriate number of copies of Target Heart Rate worksheet.
4. Prior to using heart rate monitors, students should have learned how
to monitor heart rate by putting their fingers over either the radial or
carotid artery.
Skill-bASeD AcTiviTy > TArgeT HeArT rATe
national standards Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
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339
directions
1. Introduce this activity using the following prompt:
Some days we might want to go on an easy ride; other days we might
want to ride harder or faster to challenge ourselves and improve our
bicycling fitness level. Using a heart rate monitor can help us know just
how hard we’re riding. It is important to know what your maximum heart
rate is. Once you know your maximum heart rate, you can calculate your
desired target heart rate zone — the level at which your heart is being
exercised and conditioned but not overworked. Working out within your
target heart rate zone gives you the best results for burning fat and
losing weight. If you work out below that zone, you reduce your exercise
intensity and you may not burn as many calories. If you work out above
that zone, you may not be able to work out as long as you planned.
2. Use the following sample questions to prompt students’ thinking about
the content in this activity.
Q: What is exercise intensity?
A: The amount of energy that is expended when exercising. Exercise
intensity also is reflected in how hard your heart is working. Exercising
at the correct intensity can help you can get the most out of your
physical activity
Q: What are ways we can measure exercise intensity?
A: There are 2 ways to measure exercise intensity: (1) How you feel; how
hard physical activity feels to you while you’re doing it. This is often
referred to as Rating of Perceived Exertion, RPE. The suggested scale is a
1-10 scale: 1 being lying in bed and 10 being, ‘can’t do any more’ level of
exertion. (2) Heart rate provides an objective look at exercise intensity;
the higher the heart rate during physical activity, the higher the exercise
intensity.
Skill-bASeD AcTiviTy > TArgeT HeArT rATe
3. Instruct students to calculate their resting heart rate by counting the
number of beats in 10 seconds and then multiply by 6.
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340
4. Enter this number on the Target Heart Rate worksheet.
5. Complete the Target Heart Rate worksheet to identify the various zones.
6. Distribute heart rate monitors to students.
7. Check heart rate monitors to ensure they are on each student and
adjusted accordingly.
8. Complete the following steps #9-16 if Helmet Fit and ABC Quick Check
have not been completed as part of the current day’s lesson; otherwise
proceed to step #17.
9. Divide students into groups of two or three.
10. Instruct students to fit helmets and have partner(s) check if the helmet
is fitted correctly.
11. Instruct students to retrieve bicycles according to number assigned.
12. Instruct one student to complete the ABC Quick Check while the
partner observes to ensure that the check was completed properly,
and to provide prompts if an item was missed. Switch roles.
13. Instruct pairs to proceed to the riding area to meet teacher after students
have successfully completed the helmet fit and ABC Quick Check.
14. Inspect helmets and instruct students to proceed on the riding course
for the ‘Check’ of the ABC Quick Check and when finished return to
the teaching station.
16. Explain to students that they will be riding at three different intensity
levels for various periods of time.
• Light exercise intensity: 40 to 50 percent of your maximum
heart rate
• Moderate exercise intensity: 50 to 70 percent of your maximum
heart rate
• Vigorous exercise intensity: 70 to 85 percent of your maximum
heart rate
17. State everyone’s identified heart rate zones will differ slightly.
18. Instruct students they will be riding for seven minutes at each
intensity level; move to the next level when the whistle blows:
• 40-50% of maximum heart rate for three minutes
• 50-70% of maximum heart rate for three minutes
• 70-85% of maximum heart rate for one minute
19. Instruct students to return to teaching station to verify heart rates.
20. Instruct students they will be riding for five minutes at each intensity
level; move to the next level when the whistle blows:
• 50-70% of maximum heart rate for two minutes
• 70-85% of maximum heart rate for one minute
• 50-70% of maximum heart rate for two minutes
21. Instruct students to return to teaching station to verify heart rates.
22. Instruct students they will be riding for twelve minutes at each
intensity level; move to the next level when the whistle blows:
• 40-50% of maximum heart rate for five minutes
• 70-85% of maximum heart rate for three minutes
• 50-70% of maximum heart rate for three minutes
• 40-50% of maximum heart rate for one minute
Skill-bASeD AcTiviTy > TArgeT HeArT rATe
it is important to
consider fitness level
when students are
riding for a sustained
amount of time. A
sustained ride can be
in a particular heart
rate zone, if desired,
but it is important for
teachers to monitor
students for exertion,
particularly in hot
and/or humid
weather.
15. Instruct students to identify the perceived intensity and compare to
the heart rate monitor reading.
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341
Assessment
1. Assess performance of riding in the identified heart rate zone of each
student using the following rubric.
perFormANce rubric: riDiNg iN THe TArgeTeD HeArT rATe zoNe
exceptional
reliable
inconsistent
Student is
committed to riding
safely during
activity;
Student is committed
to riding safely
during activity;
Student is somewhat
committed to safe
riding, particularly
when a teacher
prompts appropriate
riding behavior;
Student reliably
maintains a safe
speed and distance,
without reminders
from the teacher.
Skill-bASeD AcTiviTy > TArgeT HeArT rATe
Student is able to
ride continuously,
according to their
identified zones for
the identified period
of time.
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342
Student maintains a
safe speed and
distance during
activity, but may
need a
reminder/prompt
from teacher;
Student is able to
ride the majority of
the time, according
to their identified
zones for the
identified period of
time.
Student will maintain
a safe speed and
distance during the
activity, with
reminders and
supervision;
Student is able to
ride some of the
time, according to
their identified zones
for the identified
period of time.
struggling/
survival
Student is unable
to participate in the
activity due to
unsafe behavior;
Student lacks
control of his bike
and balance, so
that riding in this
activity is unsafe
for all involved;
Student is unable
to ride, according
to their identified
zones for the
identified period of
time.
perFormANce rubric: SociAl beHAvior
2. Assess the performance of social behavior for each student using the following rubric.
reliable
inconsistent
Student is respectful
toward classmates,
teacher, and
equipment;
Student is respectful
toward classmates,
teacher, and
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student may not
always be respectful
toward classmates,
teacher, and
equipment;
Student participates
fully, without teacher
prompting or
supervision;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Student is able to
work cooperatively
and productively
with classmates,
including during
peer assessments;
Participates in most
class activities at an
appropriate and
productive level;
Student perseveres,
even through
difficult
skills/activities, and
maintains a positive
attitude;
Student is
committed to
learning;
Student is
committed to
engaging in cycling
in a safe manner, and
keeping all
classmates safe
during the cycling
unit.
Student is most often
able to work
cooperatively and
productively with
classmates,
including during peer
assessments;
Student is able to
work hard and not
get frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student may listen to
feedback from
teacher or peers, but
may not attempt
and/or have difficulty
applying it;
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student
demonstrates the
ability to work
cooperatively and
productively with
classmates, but may
need teacher
direction or
supervision;
Student participates
in most class
activities;
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
Student may
fluctuate between
riding safely and
unsafely at times.
struggling/
survival
Student may
struggle with being
respectful toward
classmates,
teacher, and
equipment and/or
show anger and/or
blame others for
cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride
safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
Skill-bASeD AcTiviTy > TArgeT HeArT rATe
exceptional
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343
safety
1. Follow the 2-2-2-2 Rule (2 wheels on the ground; 2 feet on the pedals;
2 hands on the handlebars; 2 fingers on the brake levers) while riding
the bicycle.
2. Use the rear brake only to stop the bicycle, until the skill level
advances to be able to safely use the front brake.
3. Instruct students to ride the bicycles on the designated course.
4. Instruct students to keep at least three-bicycles-lengths between
each rider.
differentiating
instruction
Adapted and Beginner
• Not appropriate for these riders.
Best practices
1. Provide a discreet opportunity and safe environment for students to
share information pertaining to their ability and comfort level for
riding a bicycle.
2. Always complete the Helmet Fit and ABC Quick Check at the
beginning of every class in which the students will be riding. The use
of peers/partners to practice, inspect, and correct each other will
make the most efficient use of class time and reinforce bicycle safety
skills. This should not replace teacher assessment.
Skill-bASeD AcTiviTy > TArgeT HeArT rATe
3. Review the three-bicycles-length rule to promote safe riding. The
three-bicycles-length rule is a reminder of keeping a safe distance
between bicyclists while riding single-file. To help maintain proper
spacing, have a marker on the course that allows students to see when
it is their turn to go. When the first rider gets to the marker, the next
student may start riding.
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344
tARGEt hEARt RAtE zONE
Student
Date
1. (Maximum Heart Rate – Resting Heart Rate X 0.40) + Resting Heart Rate
(
-
X 0.40) +
=
2. (Maximum Heart Rate – Resting Heart Rate X 0.50) + Resting Heart Rate
(
-
X 0.50) +
-
X 0.70) +
-
X 0.85) +
Target Heart Zone 70%
=
4. (Maximum Heart Rate – Resting Heart Rate X 0.85) + Resting Heart Rate
(
Target Heart Zone 50%
=
3. (Maximum Heart Rate – Resting Heart Rate X 0.70) + Resting Heart Rate
(
Target Heart Zone 40%
wORkShEEt
maximum heart rate = 220 – Age _____= ________
=
Target Heart Zone 85%
workSHeeT > TArgeT HeArT rATe
resting heart rate = _________
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345
SkIll-bASED ActIvIty
timeframe
Beginner: N/A
intermediate: 10-15 minutes
Advanced: 10-15 minutes
objectives
At the conclusion of this activity the student will be able to:
1. Demonstrate exceptional or reliable performance of a preferred
cadence using a cyclometer of as measured by the cyclometer and
cadence rubric. (Psychomotor).
2. Demonstrates exceptional or reliable social behavior as measured by
the social behavior rubric. (Affective)
ActIvIty
cyclometers & cadence
equipment
• Helmets
• Head barriers
• Bicycles
• Cones, domes, polyspots or chalk to mark riding course
• Stopwatch
• Cyclometers
• Bicycle Trainers
teacher overview This activity strengthens the understanding of cadence. Students will
make adjustments to the gears on the bicycle to reach various cadences.
Cyclometers are introduced as a type of equipment that enables cadence
to be easily monitored.
preparation
1. Designate a riding course that enables the teacher to see the students
at all times. This will enable students to ride throughout the class
period, even when they are not performing skills.
2. Set up a “chute” using cones, to indicate where the student will
perform the skill and the teacher will conduct the assessment. This
area should also serve as a teaching station in which the skill will be
demonstrated for the students, and where students will return when
instructed.
3. If a full class set of bicycle trainers is available, set them up in the chute.
Students will attach bicycles after completing the ABC Quick Check.
4. If a full set of bicycle trainers is not available, set up available trainers
and extra bicycles in the chute. Groups of students will rotate through
the trainers, while other students continue riding the designated course.
Skill-bASeD AcTiviTy > cyclomeTerS & cADeNce
national standards Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
•
347
5. Attach and set up cyclometers to bicycles that are attached to
bicycle trainers.
directions
1. Introduce this activity using the following prompt:
Today, we are going to talk more about using gears to maintain an
identified cadence. Many bicyclists use bicycle computers called
cyclometers to easily measure things such as speed, distance and
cadence. We are going to use both gear ratio and the cyclometer to
achieve and maintain various cadences.
2. Complete the following steps #3-9 if Helmet Fit and ABC Quick Check
have not been completed as part of the current day’s lesson; otherwise
proceed to step #10.
3. Divide students into groups of two or three.
4. Instruct students to fit helmets and have partner(s) check if the helmet
is fitted correctly.
5. Instruct students to retrieve bicycles according to number assigned.
6. Instruct one student to complete the ABC Quick Check while the
partner observes to ensure that the check was completed properly,
and to provide prompts if an item was missed. Switch roles.
7. Instruct pairs to proceed to the riding area to meet teacher after students
have successfully completed the helmet fit and ABC Quick Check.
Skill-bASeD AcTiviTy > cyclomeTerS & cADeNce
8. Inspect helmets and instruct students to proceed on the riding course
for the ‘Check’ of the ABC Quick Check and when finished return to
the teaching station.
•
348
9. Explain and demonstrate skills to students in the teaching station
reinforcing the following points. Riders should:
• Adjust the bicycle trainer resistance and gear ratio to find a
comfortable cadence somewhere in the range of 50-60 RPM, the
preferred cadence of most recreational bicyclists, using the cyclometer.
• Continue at this cadence for 5 minutes
• Try to increase the cadence, without changing the gear ration or the
bicycle trainer resistance, to the preferred cadence of competitive
cyclists, 80-100 RPM.
• Try to continue at this cadence for 30 seconds.
• Change the gear ration to maintain this cadence for 1 minute.
if a full class set of bicycle trainers is available:
10. Instruct students to attach the bicycle to the bicycle trainer.
11. Instruct students to experiment with gears to feel the impact on cadence.
12. Instruct students to identify the gear ratio that provides a
comfortable cadence.
if a partial set of bicycle trainers is available:
13. Divide students into groups based on the number of trainers available.
14. Instruct students to experiment with gears to feel the impact on cadence.
15. Instruct students to identify the gear ratio that provides a
comfortable cadence.
16. Instruct other students to continue riding the designated course.
17. Rotate groups of students through the trainers.
Assessments
1. Assess performance of cadence using a cyclometer for each student
using the following rubric.
perFormANce rubric: cADeNce uSiNg A cyclomeTer
reliable
inconsistent
Student has the
ability to ride their
bicycle on a trainer
continuously at the
50-60 RPM cadence
and increase the
intensity to the 80100 RPM cadence
for the prescribed
amount of time using
the correct
adjustments to the
gears on the bicycle;
Student has the
ability to ride their
bicycle on a trainer
for the most part at
the 50-60 RPM
cadence and
increase the intensity
to the 80-100 RPM
cadence for the
prescribed amount of
time using the
correct adjustments
to the gears on the
bicycle but may need
a reminder/prompt
from teacher;
Student does not
have the ability to
ride their bicycle on
a trainer
continuously at the
50-60 RPM cadence
and increase the
intensity to the 80100 RPM cadence
for the prescribed
amount of time using
the correct
adjustments to the
gears on the bicycle
without repeated
reminders/prompts
from the teacher;
Student can shift
gears without
causing the chain to
fall off or to get
locked up.
Student can shift
gears without
causing the chain to
fall off or to get
locked up.
Student cannot shift
gears without
occasionally causing
the chain to fall off or
to get locked up.
struggling/
survival
Student does not
have the ability to
ride their bicycle
on a trainer
continuously at
the 50-60 RPM
cadence and
increase the
intensity to the 80100 RPM cadence
for the prescribed
amount of time
using the correct
adjustments to the
gears on the bicycle;
Student is always in
the incorrect gear
and needs to be
told when to shift;
Student is unable to
shift while moving;
Student often
causes the chain to
fall off or lock up
because of poor
shifting.
Skill-bASeD AcTiviTy > cyclomeTerS & cADeNce
exceptional
•
349
perFormANce rubric: SociAl beHAvior
Skill-bASeD AcTiviTy > cyclomeTerS & cADeNce
2. Assess the performance of social behavior for each student using the following rubric.
•
350
exceptional
reliable
inconsistent
Student is respectful
toward classmates,
teacher, and
equipment;
Student is respectful
toward classmates,
teacher, and
equipment;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student receives and
uses feedback from
teacher and peers in
a courteous manner;
Student may not
always be respectful
toward classmates,
teacher, and
equipment;
Student participates
fully, without teacher
prompting or
supervision;
Student participates
fully, but needs some
teacher prompting
and/or supervision;
Student is able to
work cooperatively
and productively
with classmates,
including during
peer assessments;
Participates in most
class activities at an
appropriate and
productive level;
Student perseveres,
even through
difficult
skills/activities, and
maintains a positive
attitude;
Student is
committed to
learning;
Student is
committed to
engaging in cycling
in a safe manner, and
keeping all
classmates safe
during the cycling
unit.
Student is most often
able to work
cooperatively and
productively with
classmates,
including during peer
assessments;
Student is able to
work hard and not
get frustrated with
setbacks;
Student is committed
to learning;
Student is committed
to engaging in
cycling in a safe
manner, and keeping
all classmates safe
during the cycling
unit.
Student may listen to
feedback from
teacher or peers, but
may not attempt
and/or have difficulty
applying it;
Student requires
some teacher
supervision, but does
exhibit some selfcontrol at times;
Student
demonstrates the
ability to work
cooperatively and
productively with
classmates, but may
need teacher
direction or
supervision;
Student participates
in most class
activities;
Student is willing to
try, but may get
frustrated with
setbacks, and pout
and/or verbalize
frustration;
Student may
fluctuate between
riding safely and
unsafely at times.
struggling/
survival
Student may
struggle with being
respectful toward
classmates,
teacher, and
equipment and/or
show anger and/or
blame others for
cycling mishaps;
Student does not
listen to feedback
from teacher or
peers, and does not
attempt to apply it;
Student requires
ongoing
supervision and
does not ride
safely;
Student may be
unprepared and
show very little
interest in learning
or the activity;
Student becomes
frustrated easily
and may quit
participating.
safety
1. Follow the 2-2-2-2 Rule (2 wheels on the ground; 2 feet on the pedals;
2 hands on the handlebars; 2 fingers on the brake levers) while riding
the bicycle.
2. Use the rear brake only to stop the bicycle, until the skill level
advances to be able to safely use the front brake.
3. Instruct students to ride the bicycles on the designated course.
4. Instruct students to keep at least three-bicycles-lengths between
each rider.
differentiating
instruction
Adapted and Beginner
• Not appropriate for these riders.
intermediate and Advanced
• Some students may not be able to ride in a higher cadence and/or
heart rate zone and/or some students may need to monitor their heart
rates to keep their heart rate in the lower zone.
1. Provide a discreet opportunity and safe environment for students to
share information pertaining to their ability and comfort level for
riding a bicycle.
2. Always complete the Helmet Fit and ABC Quick Check at the
beginning of every class in which the students will be riding. The use
of peers/partners to practice, inspect, and correct each other will
make the most efficient use of class time and reinforce bicycle safety
skills. This should not replace teacher assessment.
3. Review the three-bicycles-length rule to promote safe riding. The
three-bicycles-length rule is a reminder of keeping a safe distance
between bicyclists while riding single-file. To help maintain proper
spacing, have a marker on the course that allows students to see
when it is their turn to go. When the first rider gets to the marker,
the next student may start riding.
Skill-bASeD AcTiviTy > cyclomeTerS & cADeNce
Best practices
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351
clOSING ActIvIty
timeframe
Beginner: 10-15 minutes
intermediate: 10 minutes
Advanced: 10 minutes
objectives
At the conclusion of this activity the student will be able to:
1. List and describe key concepts from Unit 7 that illustrate elements of
riding for fitness, as measured by providing responses to questions in
journals. (Cognitive)
2. Describe how they feel about their ability to ride safely and their level
of enjoyment of bicycling, as measured by providing responses to
questions in journals. (Affective)
ActIvIty
Journal writing
national standards Standard 2
Standard 5
equipment
• Journals or portfolios for each student
teacher overview This activity prompts students to think about what they have learned
during the fourth unit by asking questions about basic bicycling skills and
providing written responses in journals.
preparation
1. Determine method for distributing, collecting and storing portfolios or
journals before beginning this activity.
directions
1. Introduce this activity using the following prompt:
We’ve now completed Unit 7 – “Riding for Fitness.” All of the skills
learned in this unit will help you be a more efficient bicyclist when you
are out riding and hopefully to think about how bicycling can be a
lifetime activity.
2. Provide portfolios or journals for students to write in.
3. Choose a location where students can sit comfortably and complete
assignment if completing journal writing activity in class.
4. Use the following sample questions to prompt students’ thinking about
the content presented in this unit.
cloSure AcTiviTy > jourNAl wriTiNg
2. Modify questions based on activities completed by students.
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353
Q. What are at least three health benefits you receive from riding a
bicycle?
A. Any of the following:
• Cardiovascular health
• Weight loss
• Better health
• Non-impact sport
• Other responses accepted
Q: What were the three different riding intensities that were discussed
in unit 7?
A: Light, Moderate and Vigorous
Q: how can riding with a cyclometer assist a bicyclist with obtaining
optimal performance?
A: Cyclometers can measure cadence. This helps a bicyclist know when
he/she is staying with the cadence that provides them with optimal
performance.
Q: What have you enjoyed most in this bicycling unit?
A: All responses accepted
Assessment
1. Be thoughtful about assessing journal writing, particularly when
asking open-ended “opinion-type” questions. Not all students may
enjoy bicycling and should be allowed to voice their opinions. To
encourange honest answers, refrain from grading thoughts and
opinions. However, this should not be an excuse for not learning the
material.
cloSure AcTiviTy > jourNAl wriTiNg
2. Consider assessing writing skills and integrate literacy (spelling, use
of correct grammar and complete sentences, etc.) in journal writing.
Some teachers may want to specify length of answers for specific
questions (e.g., answer must be at least two sentences).
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354
safety
None
differentiating
instruction
All levels
• Choose questions that are appropriate for the age and ability level
of students.
• Some students may need to share their answers verbally with a
teacher if they have difficulty writing.
• Some students may need the teacher or an aide to read the questions.
Best practices
1. Complete this activity in classroom settings, health classes or science
classes if cross-curricular units are planned or to maximize riding
time in physical education class.
2. Assign the journal writing for Unit 4 as homework to maximize riding
time in physical education class.
SEctION 4
Appendices
Bike-Friendly Community Assessment (teen Version)
www.nhtsa.gov/staticfiles/nti/pdf/8014-BikeabilityChecklistForYouth.pdf
Walk-Friendly Community Assessment (teen Version)
www.nhtsa.gov/staticfiles/nti/pdf/8015-WalkabilityChecklistForYouth.pdf
Bicycle safety: tips for youth
www.nhtsa.gov/staticfiles/nti/bicycles/pdf/8024a_YouthTips.pdf
Be a “roll” model: Wear a helmet
www.nhtsa.gov/staticfiles/nti/bicycles/pdf/8010-wear_a_helmet.pdf
Fitting your Bike helmet
www.nhtsa.gov/staticfiles/nti/bicycles/pdf/8019_Fitting-A-Helmet.pdf
Avoid the hazards Worksheet
www.nhtsa.gov/staticfiles/nti/bicycles/pdf/BikeRidingHazards.pdf
SecTioN 4 > AppeNDiceS
right-of-Way Worksheets
www.nhtsa.gov/Driving+Safety/Bicycles/RightOfWay
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